OpenLLM-France/wikimedia huggingface dataset:
# English-Hanzi/Asteroid

An asteroid is a small object in the Solar System that travels around the Sun. It is like a planet but smaller. They range from less than 1km to 1000km across. A few asteroids have asteroid moons.
小行星 是 太阳系中 围绕 太阳 运行的 一个 小天体。它 就像 一个 行星，但 更小。它们的 直径 从 不到 1千米 到 1000千米 不等。很少 小行星 有 小行星卫星。
# English-Hanzi/Asthenosphere

The asthenosphere is part of Earth's mantle. It is about 100km to 350km under the surface. It is the lower part of the upper mantle, and behaves as a hot viscous liquid.
软流圈 是 地球的 一部分。表面下 约 100km 至 350km。它是 上地幔的 下部，表现为 热粘性液体。
# English-Hanzi/Arctic Ocean

Special:search/Arctic Ocean prefix:English-Hanzi/
Arctic Ocean is the ocean situated at the North Pole.
北冰洋 是 位于 北极 的 海洋。
# English-Hanzi/Artery

Special:search/artery prefix:English-Hanzi/
Artery is the blood vessel that carries blood from the heart.
动脉 是 从 心脏 输送 血液 的 血管。
# English-Hanzi/Asteroid belt

The asteroid belt is a lot of small planets. They move around the Sun between Mars and Jupiter.
小行星带 是 大量 的 小 的 行星。它们 在 火星 和 木星 之间 围绕 太阳 运行。
# English-Hanzi/Area

An area is a region.
一个 地区 是 一个 区域。
# English-Hanzi/Ascites

Ascites is the abnormal buildup of fluid in the abdomen.
腹水是腹部液体的异常积聚。
# English-Hanzi/Asia

Special:search/Asia prefix:English-Hanzi/
Asia is a continent that is surrounded by Pacific Ocean, Oceania, Indian Ocean, Africa, Europe, and Arctic Ocean. It is the largest continent in the world. Its population is 4.5 billion.
亚洲 是 一个 被 太平洋，大洋洲，印度洋，非洲，欧洲，和 北冰洋 包围 的 大陆。它 是 世界上 最大 的 大陆。它的 人口 是 45亿。
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Qe2/6...d5

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
Aron Nimzowitsch would have been proud of the move 7. Nxf6, a "liquidation with gain of tempo", in other words Black doesn't have time to make a normal developing move if you capture her knight with check. Plus, she's going to have to recapture with the g-pawn to protect e5, and then you can point and laugh at the hole in her kingside pawn cover (and hope that her brilliantly supported centre is not as solid as it looks).
White has made a few attempts to avoid the exchange on f6:
* 7. Ng3 is possibly an underrated move. It makes more sense than the equivalent line 5...d5 6.Ng3, because the queen on e2 makes it impossible for Black to save her e-pawn. Having said that, Black was prepared to sacrifice that pawn anyway had White played 6.Nxf6 Qxf6 7.Qe2, so now she just sacrifices it differently.
* 7. Nc3 just invites Black's pawns further forward.
* 7. Neg5 has the idea that 7...e4 saving the pawn can be met by 8.Ne5 and White has two knights looking at f7. But again, Black doesn't necessarily want to save the pawn. 7...Bd6 8.Nxe5 O-O scores very well.
* We should consider 7. Nxe5 too, because at first glance it looks like White is doing better than the equivalent 5...d5 6.Nxe5 line in having already gotten the move Qe2 in while Black has blocked her own queen from accessing g5. But it turns out that that f6-knight is the difference-maker, because it means that after 7...dxe4 8.Nxc6 Black can simply capture the knight, sacrificing the exchange and a second pawn for an awesome amount of activity, and White won't have the bucket of cold water that is Qh5+ in response.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Qe2/6...d5/7. Nxf6

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
It's check, and 7...gxf6 is necessary to regain the piece. 7...Qxf6 would be a bad way to sacrifice the e-pawn because White wouldn't be forced to give up the bishop pair in order to capture it (as she would after 6.Nxf6+ Qxf6 7.Qe2 Be7).
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Qe2/6...d5/7. Nxf6/7...gxf6/8. d4

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
8...Bg7 is a deceptive move. Yes, it defends the vulnerable e-pawn - but not by attacking the square it's standing on, which wouldn't actually work because it would still have three attackers and two (non-pinned) defenders. Instead it defends the e-pawn indirectly by allowing ...O-O, which will unpin the c6-knight and, more importantly, allow the king's rook to come to the e-file and make the white king and queen uncomfortable.
8...e4 looks impressive but it just freezes Black's central pawns into a block of ice. White can play around the block of ice with Nh4, Bf4 and Qh5, or can play c4 which hits the block of ice with a hammer.
8...Bg4 is also not as powerful as it looks, because 9.dxe5 fxe5 10.Qxe5+ breaks the pin with check, and 9...Bxf3 10.Qxf3 just gives up the bishop pair for nothing. Possibly less than nothing, as it speeds up the White queen's journey to h5.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Qe2/6...d5/7. Nxf6/7...gxf6/8. d4/8...Bg7

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
9. dxe5 is consistent with the plan of attacking the e-pawn several times and then capturing it.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Nxf6/6...Qxf6/7. Qe2/7...Be7/8. Bxc6/8...dxc6/9. Nxe5/9...Bf5

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
What happens next in this position depends more on what Black is planning than on what White's next move is.
Scenario 1: White and Black both castle kingside, Black attacks the e5-knight with ...Bd6, White defends it with d4 and possibly f4 too, Black swaps it off and gets a light-square bind to compensate for White's extra passed pawn.
There are three routes by which Scenario 1 can come about: 10. O-O, 10. d4 and, surprisingly, 10. d3. White loses a tempo in the 10.d3 line by playing d2-d3-d4, but Black also loses a tempo by playing Ra8-e8-d8. It all makes sense - see below!
Scenario 2: White castles kingside, Black castles queenside, Black attacks the e5-knight with ...Rhe8 and ...Bd6, White counter-attacks with Qf2 and claims an advantage based on some devilish tactics along the f-file.
There are two ways of arriving at Scenario 2: 10. O-O and 10. d3. The 10.d4 line diverges if Black goes 10...O-O-O, because the pawn is immediately attacked and White has to take a move to defend it.
In fact, 10.d4 tends to provoke Black into playing 10...O-O-O to exploit the loose pawn - whereas against 10.d3 or 10.O-O, the main line of the 10...O-O-O variation scores extremely well for White. So to maximise the chances of ending up in the 10...O-O lines, White needs to play 10.O-O or 10.d3 here.
What's the difference between 10.O-O and 10.d3? This is a little complicated. 10.O-O means that White retains the option of playing d2-d4 in one move if Black castles kingside - and will usually exercise that option with 10...O-O 11.d4, after which follows 11...Bd6 12.f4 Bxe5 13.dxe5 Qg6 14.Rf2 Rd8. So surely if White goes 10.d3, Black can come out a tempo up by playing 11...Bd6 and 12...Rd8? Sadly for Black, the move ...Re8 turns out to be necessary to force White into playing d4. If Black doesn't bother threatening the e5-knight, White can instead play the manoeuvre Bc1-d2-c3, which would make the queen on f6 feel very uncomfortable.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...d5/6. Nxe5/6...dxe4

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
White ties the minor piece count at 3 with 7. Nxc6. It's a free knight because if Black recaptures with the b-pawn, Bxc6+ followed by Qh5+ gives Black big problems.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Qe2/6...d5/7. Nxf6/7...gxf6

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
8. d4, threatening the e5-pawn, is the move that really gets to grips with Black's pawn centre - given that 8.Nxe5 straight away is not possible because the White queen is pinned after 8...fxe5 9.Qxe5+ Qe7.
Krum Georgiev tried 8. Nd4, not to show off how many Black pieces White has managed to pin, but to threaten a queen check on h5 that would deprive Black of castling rights. It's not such a threat though, as ...Qd6 solidifies the c6-knight and makes room for the king on d8.
An improved version of 8.Nd4 is 8. O-O, which was played three times in the 2014 world rapid and blitz championships in Dubai. White postpones the decision about what to put on d4. If Black pre-empts Nd4 with ...Qd6, White can switch tack with 9.d4.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...d5

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
This is a great time to dynamite Black's proud pawn centre with 6. Nxe5! White comes out of the resulting tactics in good shape.
6. Ng3 isn't exactly a bad move, and Black still has to do something about the threat to the e-pawn, but who wants to let Black play ...e5 and ...d5 in the first 5 moves and get away with it?
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...Nf6/6. Qe2

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
6...d5 is a beautiful freeing move in most 1.e4 e5 openings, and here Black gets it for free thanks to the awkward knight on e4.
6...Qe7 makes less sense, because if the queen is planning to capture on f6 then it's a waste of a tempo, and if the g-pawn is planning to capture on f6 then the queen isn't needed on e7 to defend the e-pawn because the new f-pawn will be defending it.
# Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bb5/3...f5/4. Nc3/4...fxe4/5. Nxe4/5...d5/6. Nxe5

| | a | b | c | d | e | f | g | h | |
| 8 | | | | | | | | | 8 |
| 7 | | | | | | | | | 7 |
| 6 | | | | | | | | | 6 |
| 5 | | | | | | | | | 5 |
| 4 | | | | | | | | | 4 |
| 3 | | | | | | | | | 3 |
| 2 | | | | | | | | | 2 |
| 1 | | | | | | | | | 1 |
| | a | b | c | d | e | f | g | h | |
6...dxe4 captures 1 knight. All the other legal moves capture 0 knights.
# FHSST Biology/Contents/Index/TCMS/Ethics and legislation
## Chapter 3: Ethics and legislation

* Tissue culture
* Cloning
* Genetic modification
* Beliefs, attitudes and values
** Diseases
** Genetic counselling
# FHSST Biology/How to Change Units
## How to Change Units

Firstly you obviously need some relationship between the two units that you wish to convert between. Let us demonstrate with a simple example. We will consider the case of converting millimeters (mm) to meters (m)—the SI unit of length. We know that there are 1000 mm in 1 m which we can write as
${\begin{matrix}1000{\mbox{ mm}}=1{\mbox{ m}}\end{matrix}}$
Now multiplying both sides by
${\frac {1}{1000{\mbox{ mm}}}}$
we get
${\begin{matrix}{\frac {1}{1000{\mbox{ mm}}}}1000{\mbox{ mm}}={\frac {1}{1000{\mbox{ mm}}}}1{\mbox{ m}}\end{matrix}}$
which simply gives us
${\begin{matrix}1={\frac {1{\mbox{ m}}}{1000{\mbox{ mm}}}}\end{matrix}}$
This is the conversion ratio from millimeters to meters. You can derive any conversion ratio in this way from a known relationship between two units. Let's use the conversion ratio we have just derived in an example:
Question: Express 3800 mm in meters.
Answer:
${\begin{matrix}3800{\mbox{ mm}}&=&3800{\mbox{ mm}}\times 1\\&=&3800{\mbox{ mm}}\times {\frac {1{\mbox{ m}}}{1000{\mbox{ mm}}}}\\&=&3.8{\mbox{ m}}\\\end{matrix}}$
Note that we wrote every unit in each step of the calculation. By writing them in and canceling them properly, we can check that we have the right units when we are finished. We started with mm and multiplied by ${\frac {\mbox{m}}{\mbox{mm}}}$
This canceled the mm leaving us with just m—the SI unit we wanted to end up with! If we wished to do the reverse and convert metres to millimeters, then we would need a conversion ratio with millimeters on the top and meters on the bottom.
>> Next: How Units Can Help You
# FHSST Biology/Introduction

Biology is all about life - what affects it, what changes it, about how it's organized, about what makes it possible and predictable.
It can be easy to see how Biology applies to our bodies, or our immediate environment, but sometimes it is less easy to see how it applies to the bigger picture of the world around us. To help in understanding the bigger picture, there are a few things any student should remember:
* Although Biology is taught in sections, each section has links to other sections. What you learn about the structure of a cell has links to how water-borne diseases spread. If you spend some time trying to see and understand these cross-links when you are learning and revising, you will be more able to see the bigger picture.
* Similarly, Biology cannot be completely separated from any other science. It is connected to Maths, to Chemistry, to Physics, to Geography, even to Sociology and Philosophy. If you want to do well in Biology, don't be afraid of these other sciences!
* Biology is not just about what you know, or can describe - it's also about what skills you have. Work hard to develop your skills and you will give yourself a better chance at figuring out the bigger picture. Skills can be used in unfamiliar situations; knowledge is more difficult to apply in unfamiliar situations.
Biology is fun, even though it can be hard work! We hope that as you study and learn, you will discover your own passion for this subject, and that what you learn will make a difference to your life on a daily basis.
Good luck!
The Contributors

## Back to

Biology Index
FHSST Biology Main Page
# FHSST Biology/Contents/To do

General
Useful Information
* Read through existing material and edit what is needed for Biology
* Create and write up Sc1 page on investigations (skills POAE)
* Write up revision skills page
* Write up glossary pages - possibly re-site the pages for ease of access??
* Find someone to translate glossary into Afrikaans, Xhosa, Zulu, etc.
* Research, create and write up page on useful websites - e.g. Kevinsplayroom, etc., that have games/ additional helps.
Index
* Create pages for index
* Check whether all content is actually required (i.e. is some of it covered in Geog, so would be duplicated here?) and edit as necessary
* Cut and paste info as possible (LOTS of editing needed for ESL audience) from other Wiki Life Sciences books (Acknowledge authors in contributors)
* Write up missing sections not cut and pasted.
* Find diagrams and images to use (copyright free)
# FHSST Biology/Contents/Useful Information

Useful Information
* Units
** Introduction
** Unit Systems
** The Importance of Units
** Choice of Units
** How to Change Units-- the Multiply by Technique
** How Units Can Help You
** Temperature
** Scientific Notation, Significant Figures, Rounding and Chi Squared Test
** Conclusion
* Biological Nomenclature
** Introduction
* Biological Skills
** Microscope skills
** Doing Dissections
** Labelling Diagrams
* Appendices
** Glossary
# FHSST Biology/Doing Dissections
## Doing Dissections

>> Next: Labelling Diagrams
# FHSST Biology/Guidelines
## General Guidelines

* Any new author should please add their real name and username to the list on the Contributors page as this book will be produced in printed form and we'd like to give credit to all contributors.
* If you are going to contribute regularly please join the FHSST project and be part of the community that is trying to reduce education costs in South Africa.

## Language

* The text should be accessible to second language English speakers.
* New terminology should be italicised and explained clearly and simply the first time it is used.

## Conventions

* Any notations and terminology conventions must go here
# FHSST Biology/Contents/Index/TCMS/Indigenous knowledge systems and biotechnology
## Chapter 2: Indigenous knowledge systems and biotechnology

* Food industry
* Traditional techonologies
* Medical biotechnologies
* Genetic engineering
* Cloning
* DNA fingerprinting and forensics
# FHSST Biology/Contributors
## Contributors

* Mark Horner ( Marknewlyn 18:02, 30 Apr 2005 (UTC) ) just to setup the basic book so that the real contributors can get started
* Nicole Masureik (Nixgrim 09:46, 2 May 2005 (UTC))
* Gabriel Hurley (Munchkinguy)
* Wesley Gray Wes (talk) 14:22, 19 April 2008 (UTC) ]
# FHSST Biology/How Units Can Help You
## How Units Can Help You

We conclude each section of this book with a discussion of the units most relevant to that particular section. It is important to try to understand what the units mean. That is why thinking about the examples and explanations of the units is essential.
If we are careful with our units then the numbers we get in our calculations can be checked in a 'sanity test'.

### What is a 'sanity test'?

This isn't a special or secret test. All we do is stop, take a deep breath, and look at our answer. Sure we always look at our answers—or do we? This time we mean stop and really look—does our answer make sense?
Imagine you were calculating the number of people in a classroom. If the answer you got was 1 000 000 people you would know it was wrong—that's just an insane number of people to have in a classroom. That's all a sanity check is—is your answer insane or not? But what units were we using? We were using people as our unit. This helped us to make sense of the answer. If we had used some other unit (or no unit) the number would have lacked meaning and a sanity test would have been much harder (or even impossible).
It is useful to have an idea of some numbers before we start. For example, let's consider masses. An average person has mass 70 kg, while the heaviest person in medical history had a mass of 635 kg. If you ever have to calculate a person's mass and you get 7000 kg, this should fail your sanity check—your answer is insane and you must have made a mistake somewhere. In the same way an answer of 0.000 01 kg should fail your sanity test.
The only problem with a sanity check is that you must know what typical values for things are. In the example of people in a classroom you need to know that there are usually 20–50 people in a classroom. Only then do you know that your answer of 1 000 000 must be wrong. Here is a table of typical values of various things (big and small, fast and slow, light and heavy—you get the idea):
Table 1.4: Everyday examples to help with sanity checks :
| Category | Quantity | Minimum | Maximum |
| People | Mass Height | | |
Now you don't have to memorise this table but you should read it. The best thing to do is to refer to it every time you do a calculation.
>> Next: Temperature
# Chinese (Mandarin)/Greetings

| Lessons: | Pron. - 1 - 2 - 3 - 4 - 5 - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 | Search inside this book using Google |
| Subpages: | Examples - Exercises - Stroke Order | Search inside this book using Google |
Chinese, like all languages, has its own set of unique greetings which may be seemingly strange to learners of the language (this is particularly true if the two cultures are vastly different). Below, you will find commonly-used Mandarin greetings and farewells, along with corresponding pinyin pronunciations.

## Hello

* 你好。 nǐ hǎo; The standard "hello" greeting. Literally means "you good."
* 您好。 nín hǎo; The same "hello" greeting as above, except that 您 (nín), like in many European languages, is the polite form of "you", used when addressing elders, or teachers etc.
* 你好吗？　你好嗎？ nǐ hǎo ma?; More often used following a greeting than not, however, this can be used as a "How are you?.
* 您好吗？　您好嗎？ nín hǎo ma?; The same as the "nǐ hǎo ma?" above, again, except that this is used as a more polite form.
* 你怎么样？你怎麼樣？ nǐ zěnmeyàng?; "What's up?", "How are you doing?"
* 幸会　幸會 xìnghuì! "Nice to meet you!" Used for the first meeting.
* 久仰 jiǔyǎng; An extremely polite greeting that is not commonly used between friends, but rather between professionals meeting for the first time.
* 久闻大名　久聞大名 jiǔwéndàmíng; This greeting should be reserved for use towards those whom you have extreme respect for, and is used for the first meeting. Literal translation: "Your name is famous" / "I have heard much about you".
* 久仰大名 jiǔyǎngdàmíng; The same as above one.

## Good morning

* 早 zǎo; Also good morning.
* 早安 zǎo'ān; Seldom used in the Mainland.
* 早上好 zǎoshàng hǎo.

## Good afternoon

* 午安 wǔ'ān; note: seldom used in the Mainland. Mostly used in the Republic of China and the rest of the Chinese speaking world.
* 下午好 xìawǔ hǎo! Seldom used in the Republic of China and in the Chinese speaking world.

## Good evening / Good night

* 晚安 wǎn'an; Literally "Peace at night", Good night.
* 晚上好 wǎnshang hǎo; Good evening!

## Good-bye

* 再见　再見 zàijian; Literally "See you again".
* 明天见　明天見 míngtian jiàn; Literally "See you tomorrow".
* 拜拜 bāibāi/báibái; From English "Bye-Bye". Widely used in Hong Kong, Taiwan and most urbanised parts of mainland China. 掰掰 (báibái) is the variant character form that is gaining popularity in ROC.
* 回头见　回頭見 huítóujiàn: roughly equivalent to "see you soon", used in northern China.
* 再会 再會 zàihuì: Literally "[we'll] hello again". Usually used in Shanghai or other parts of China, and sometimes used at the end of TV programs.

## Chinese New Year Greetings

* Xīnnián kuàilè 新年快乐　新年快樂 Happy New Year
* gōngxǐ fācái 恭喜发财　恭喜發財 gongxi facai
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# Chinese (Mandarin)/Grammar/Use of 边...边...

This pattern indicates that two things are happening at the same time.
* 边...边...
* bian ... bian ...

## Examples

* 边吃边说
    bian chi bian shuo
    To eat and talk (but this doesn't mean to talk with your mouth full)
* 边听边写
    bian ting bian xie
    To listen and write (i.e. take notes)