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SAT Study Guide/Part 1 - Strategies for Test-takers

What is the guessing penalty?
This is not applicable to the new SAT, that is, tests taken from 2016 onwards.

The guessing penalty, as explained in the Introduction, is the subtraction of 1/4 of a point for each question which you answer incorrectly. However, the term guessing penalty is misleading. Consider the following situation: assume that Fred takes the SAT and randomly guesses on five questions. Because each question has five answers (excluding the ten student response math questions), probability says that he has a 1 in 5 chance of getting each question right. This means that in the 5 questions, he is likely to get one correct and 4 incorrect. He will receive 1 point for each correct answer and lose 1/4 points for each incorrect answer. Quick SAT study question: What will his raw score be? The answer is zero. This means that there really is no guessing penalty. Unless you are very unlucky (or lucky), your net score is unlikely to change noticeably if you guess randomly.

The point of all of this is that guessing is not necessarily harmful to you. Below, you will learn exactly when to guess. For now, understand that though the SAT may be graded differently than the way in which you are used to having your tests graded, it does not mean that it is a harder system. Learn to accept it now and look on the SAT as a challenge, not a necessary evil.

When should I guess?
Contrary to popular belief, the idea that you should never guess, is, like the guessing penalty, completely false. There is a time to guess on the SAT. On some questions you will not have any idea what the answer is; you are likely on these questions to even be confused as to what it is asking. You should never guess on such a question. You are much more likely to get it wrong in this situation.

However, should you be able to eliminate answers, especially in the Writing and Critical Reading sections, it may be in your best interest to guess. Before guessing, ask your self a few questions:
 * 1) What are the chances of getting this question correct? If you can eliminate one or more answers, it is probably a good idea to guess.
 * 2) How sure am I of the answer? If you cannot make an educated decision about your guess, even if you can eliminate one or more answers, it may be unwise to answer the question. Guessing in the blind is never a good idea.
 * 3) How hard is the question? Remember, the SAT (with the exception of passage-based reading) is a powered test.  Balance what you know is the probable difficulty level of a question with how sure you are of your guess.

A basic rule of thumb is if you have eliminated at least two answers and are reasonably sure of your guess, then choose an answer and move on. There's no point in worrying about it. Make your best possible choice, take a breath, and get ready for a whole new battle (that is, question).

Elimination When it's necessary to eliminate, there are two strategies: You could eliminate answers that are bias. Remember, the test makers are most likely write the test in a neutral way; You could eliminate off-the-wall options. For example, when the problem is asked for the area of a square, there's no way any signs of a pi could appear. Usually, it happens to be the numbers that have big difference with other numbers.

The Importance of Time
As in life, the second biggest enemy on the SATs is the clock; the first biggest is yourself. The test requires you to answer a certain amount of questions in a certain amount of time, and thus it is vastly advantageous for you to use your time wisely. Some of these tips are fairly obvious, but it is surprising how many people neglect to do these under the pressure of the moment. A good strategy (especially on the Math sections, which are much quicker to digest) is to blow through the exam, burning through the easy questions and immediately skipping any question that'll make you think too hard. Then, just keep going through the questions in the next passes. This way, you'll be less likely to dwell on hard problems and you'll at least be guaranteed the easy ones.
 * 1) Familiarize yourself with the directions ahead of time. You can easily waste more time figuring out how to answer questions than actually answering them. Before you take the test, make sure you know the types of questions you'll face, especially since the information is readily available before you even set foot in the test room.
 * 2) DON'T SPEND TOO MUCH TIME ON ONE QUESTION! That is - DON'T SPEND TOO MUCH TIME ON ONE QUESTION! This has been the downfall of even the cleverest, smartest people. For every challenging, thought-provoking question there are four or five easy, quickly-answered questions following it. The SATs aren't about impressing anyone--they're all about getting points. Get as many as you can.
 * 3) Budget your time, especially in the first few minutes. The more questions you answer in the beginning, the more time you have to chew over more complex problems in the end.

What should I remember on exam day?
Above all, remember to bring the following list of items:
 * 1) Your Admission Ticket
 * 2) Valid photo ID
 * 3) Two or more No. 2 sharpened pencils
 * 4) A calculator, preferably a graphing one (although you should make sure it is approved for use on the SAT, some graphing calculators (especially ones with a QWERTY keyboard) are not allowed)
 * 5) A pencil sharpener
 * 6) A snack (to be consumed during breaks, not during test time)

Barring these, a good testing day begins long before it actually arrives. Studying, using guides such as this one, is an essential step. Being prepared will boost your self-confidence and improve your score. Start a week before the test and get a lot of sleep. You'll find you do much better. On testing day, after that good night's sleep, make sure you eat a reasonably-sized breakfast. These tips will help give you an edge; remember what one of the first people who took the New SAT said: "It was a test of mental and physical endurance". At 3 hours and 45 minutes (officially), you will find your brain clogged down. Better to delay the clogging by following these steps than wishing you had when it happens.

Good luck!


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Cookbook:Cuisine of Ontario

| Canadian Cuisine

Recipes

 * Butter tart
 * Sweet Cornbread
 * Oatmeal Chocolate Chip Cookies
 * Grannie Gilbert's Sugar Cookies
 * Cookies & Milk

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

title: Cookbook:Cuisine of Ontario


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Wikibooks:Collaboration of the Month

The Collaboration of the Month is an attempt to get Wikibooks regulars and guests who want to help out to work together on a single project over the period of the month. The hope is that the Wikibook will advance quickly over that period.

Purge page server cache

Resources for collaborators

 * Help
 * How to edit a page
 * Manual of Style
 * Naming policy
 * Development stages
 * Creating a print version

Selection criteria
Collaborations of the Month are selected by a simple majority vote from books nominated by registered Wikibooks editors. To become a Collaboration of the Month, a Wikibook must meet the following criteria:

 * 1) The Wikibook must have its basic project structure already in place. Preferably, it should also have a small, limited, amount of content already available.
 * 2) The Wikibook must concern a well-known subject. For instance, a Collaboration of the Month could not be over Liquid Crystal Display Dynamics.
 * 3) The Wikibook must not have been a Collaboration of the Month at any time in the past year.

If you believe a Wikibook meets the above criteria and want to nominate it as a Collaboration of the Month, do the following:
 * 1) Add CoMcandidate (see Templates) to the top of the discussion page for the main page of the project.
 * 2) Click on the link within the template's box which reads its nomination sub-section. Then, under the Nominations section on the voting page for the next month type ===Articlename=== and add your reason for nomination below.  Be sure to sign your reason with your signature by adding four tildes, ~

Voting rules
The following are the rules and conditions for voting for the Collaboration of the Month:

 * 1) Only registered users with 20 or more edits to their name may vote.
 * 2) You may vote under as many nominations as you wish, however, you may only vote for each book itself once.
 * 3) Sign your vote with a number sign and four tildes, #~, after the most previous vote under the book's nomination. Unsigned votes will be removed.
 * 4) Any nomination which receives 3 or more votes in one month will automatically be renominated the next month if it is not chosen.
 * 5) If you wish to include a short comment for your vote, then you may do so. Make sure that if you leave such a comment, that you are also voting for that page.
 * 6) Do not post objection votes as these will have no effect on the final tally.
 * 7) Voting will end at 00:00 UTC on the first day of each month. In essence, when a new month begins voting ends. Any votes added after this time will be discarded.
 * 8) The nomination with most votes will be chosen as the Collaboration of the Month. In case of a tie, the older Wikibook will be chosen.

Templates
See all templates connected with Collaboration of Month.

Past Collaborations of the Month
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2006
view

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2005
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It:Wikibooks:Collaborazione del Mese

title: Wikibooks:Collaboration of the Month


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Talk:General Biology

Proposed rename
The pages in this book should be renamed so that they begin with "General Biology/" so that they are consistent with the usual wikibooks style. This would also have benefits for easier navigation and it will be impossible to "lose" a module (as you'd be able to find all modules easily by searching for pages beginning with "General Biology/". Any move would be done in such a way as to preserve all links. I trust this will prove to be non-controversial, but note it here before proceeding to allow for any comments, Jguk 08:58, 23 February 2006 (UTC)

title: Talk:General Biology


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Wikibooks talk:Collaboration of the Month

Note that this page is only a proposal-- feel free to add comments here. I'll get the ball rolling: What do you think of the current criteria for selecting a nomination and what should be added or removed?--Naryathegreat|(talk) 01:33, 17 Apr 2005 (UTC)

Vandalism
The image for "How to build a computer" seems to have been vandalised, though when clicking on it the large image is legit - any clues on what is causing this?

Needs some rework
Hi Naryathegreat! I welcome your initiative for focussing collaborative work on wikibooks. This will add a new aspect to the existing projects Book of the month (which singles out an excellent presentable wikibook on the Main Page) and Top active (which shows at a glance on which books wikibookians are actually mostly working). If you want to jump into the crowd and have some fun, choose one of the top ten active wikibooks by contributors. Your project "Collaboration of the month" then aims at bringing a currently not so active wikibook to the attention of writers (hopefully pushing it into the top-10 list for the following month).

Looking at Top active/Listing March 2005 users, there are at least 35 books on which more people have been working on than on General Biology. Almost half of those books are related to computers (3D software, programming, user guides), then physics/mathematics, and languages (Japanese, German, Spanish, French), and of course the attractors Cook- and Jokebook. Within those 35 books I don't see any book related at all to Biology. With the same number of contributors (2 logged in users, 6 anonymous users) I see Basic Ecology, Organic Chemistry, and Wikijunior Big Cats which might be the people possibly interested in working on "General Biology". So, just looking at this list, one is tempted to say that the user base for the project might be limited.

So there is not much hope to focus content contributors to a book. What could be focussed though is the work on style and presentation of a book. General Biology is one of the few old books that still uses the bracket "" delimiters which are clearly outdated and should be replaced by namespace ":" or subpage "/". Which of those? This question is still open to discussion.

Now some technical comments on your implementation:
 * I think the procedure to nominate a book is overly complicated and even implemented wrongly: The template Template:CoMcandidate contains July_2024 and will thus point every month to a different position. Should people on the talk page re-enter their reasoning every month again?
 * Where should I sign my vote? In the template or directly on the Collaboration of the Month page? In case I have to sign in the template, what is the easy way to get there? Why do I have to write "Support", if "# ~" could be enough?
 * Why am I limited to vote for only 1 candidate at a time? How long is this limit valid - until the book I voted for gets finally voted?
 * How long are candidates supposed to stay on the page? Until they are voted? Or is there a mechanism to have books "drop out" of the nomination mechanism again?

I would suggest to get rid of the intermediate template, and ask people to insert their nominations directly on the Collaboration of the Month page. (entries for nominated books can then be moved to an archive page).

I also would suggest that if you want to have a serious vote (where people have some choice), you should nominate at least 2 or 3 more books by yourself, to give an impression what kind of books this is thought for.

I also added Help:Development stages to your list of resources, since assigning them first (before actually editing the book) makes easily visible which chapters are comprehensive and which still deserve work. This focusses both, readers' and writers' attention, to their respective chapters of interest.

Having brought up a lot of critics, let me point out that I indeed welcome this initiative and hope I can contribute in improving this service by constructive criticism. --Andreas 09:06, 17 Apr 2005 (UTC)

 * Follow-up: Nice changes, Narya! I still think the nomination rules are slightly restrictive. I am sure you have in mind that only those people sign who really intend to contribute in the end, but a few points to think about:

 * 1) Put the rules into a template - they will appear on each monthly voting page.
 * 2) "You may not vote for an article you nominate." I think this rule is unnecessary. If everybody votes for the book they nominate, each book will have 1 vote more, so the result will not change. Furthermore, the first vote sets an example how and where to vote. (This I miss so far, I would not know where to put my vote: Under the title, or under the comment?)
 * 3) "we ask that you vote only once under a single nomination": I like the idea of being able to vote for several books. On Book of the month really few people vote for more than a book, even if it is allowed there, but what if I could really think of working on two books? Or if I want to give my second vote just to ensure that another book that will not win can at least be nominated for the next month?
 * 4) Renomination with 4 or more votes: Looking at Book of the month this is a unrealistically high number! :-) Even if one is allowed to vote for its own book there, books barely reach the 3 vote limit on "Book of the month" - and the vote there is without any commitment for everybody, and everybody is allowed to vote for as many books as they like.
 * To attract people I would set up as few rules as necessary at the beginning and try to attract as many voters by simple, easy rules. Once the voters are there and like "Collaboration of the month" you can still start to increase the number, or choose a different system (e.g. "apart from the winner, the three books with most votes will be nominated for the next month"..). But the 3 voter [including nominator!] rule on Wikibooks turned out to be more than sufficient (at least for now). Don't compare with Wikipedia participation (yet).. --Andreas 20:27, 17 Apr 2005 (UTC)

My support
This sounds like a great idea, and I will be happy if we can organize people to get behind one book at a time. Working on these books is a lot more fun and satisfying when done by a team. --Karl Wick 06:40, 28 Apr 2005 (UTC)

Additional requirements needed
Here for August 2005, we have a nomination for COTM (1911 wikipedia) that is also at WB:VFD. Perhaps we need to require that the page must actually clear VFD beforehand. KelvSYC 4 July 2005 07:50 (UTC)


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Sociology of the Family

Sociology of the family is a branch of sociology studying the construction and role of families, as well as the relations both within the domestic sphere and outward into the work sphere. For this purpose sociologists use a very broad definition of family; one source renders it "an intimate domestic group made up of people related to one another by bonds of blood, sexual mating, or legal ties".

Methodology
Research methods in the sociology of the family can be broken down to three major approaches, each with its own strengths and weaknesses; which need be employed in a study, then, relies largely on the subject of, and questions posed by, the research.

One approach is survey research of contemporary families. This holds the benefit of leaving statistical data and large and hopefully random samples from which a researcher can interpolate the general traits of a society. However, survey respondents tend to answer as would feel regular or ideal rather than as things might actually be. It also gives a very one-sided explanation view of a larger group which does not sufficiently allow for contention.

Another method is ethnographic research of families. Where surveys allow for broad but shallow analyses, observation allows sociologists to obtain rich information on a source of a much more limited size. It allows the research an "insider" perspective, and through this closer look a better idea of the actual social framework of families. Where surveys are strong, however, ethnographic research is weak. By reducing the size of a sample size, it may be no longer evident how representative the family being researched is to families at large within a society, and then also does not allow much room in linking the specific traits of the families being observed to a society more generally.

Finally, a researcher can use documented studies of families from the past as a source of information. These sources may include very personal items (such as diaries), legal records (census data, wills, court records), and matters of public record (such as sermons).

History
In attempting to explain contemporary society, it is important to look first at the social construction that lead to its development.

Hunting and Gathering societies
At an early stage of development societies may practice huntering and gathering. Ideal type characteristics for these societies include:

 * Small groups (30-100 people)
 * Open, elliptical camps
 * Simplistic technology
 * Children spaced apart 4-5 years in age (due to low fat diet and regular lactation)

Ideal type characteristics for labor division is as follows:
 * Women
 * Gather 80% of food supply
 * Plant
 * Manage distribution of food
 * Care for children
 * Build/repair shelters
 * Men
 * Hunt
 * Prepare the fields
 * Care for children
 * Build structures
 * Children
 * Help to gather food
 * Discipline is passive
 * Cared for by siblings, parents, and other adults

The general ideology of these groups is typically:
 * Egalitarian (no hierarchy of power; men, women, children cooperate)
 * Monogamus and bilineal
 * Trial marriage
 * Divorce not common, nor traumatic
 * No wealth to divide
 * Children continue to be cared for by multiple adults

Modern governments tend to take issue with nomadic groups, often forcing them to settle in a particular location. This can have various effects on the way of life among these groups:

 * Physical context
 * Solid permanent structures; doors close off families from one another
 * Small scale agriculture and flocks
 * Private property
 * Wider political and social contact for boys
 * Division of labor
 * Women and girls
 * Preserve and prepare foods
 * Begin to be seen as domestic
 * Men and boys
 * Care for flocks
 * Broader social knowledge and ties
 * Begin to be seen as public leaders
 * Ideology
 * Hierarchy
 * Stratification by gender
 * Stratification by class
 * Marriage and divorce
 * Become more formalized (parents take control)
 * Reinforces class privilege
 * Divorce becomes more problematic

title: Sociology of the Family


text:
Cookbook:Sweet Cornbread

| North American Cuisines | Cuisine of Ontario

Sweet cornbread is a variant of the Skillet Cornbread made throughout central and eastern Ontario and Quebec and is sometimes known by the alternative name of Johnny Cake. Its presence in these southern regions of Canada is thought to be due to the influx of British Loyalists from what is now the Southern United States moving to the then-English-controlled colonies during the American War of Independence.

Ingredients

 * 1 cup (140 g / 4.9 oz) cornmeal
 * 2 cups (275 g / 9.7 oz) all-purpose flour
 * 1½ teaspoons baking powder
 * ½ cup (160 g / 5.6 oz) maple syrup
 * ½ cup (90 g / 3.2 oz) brown sugar
 * ½ cup (125 g / 4.4 oz) butter, softened
 * 1 teaspoon salt
 * 2 eggs

Procedure

 * 1) In a large bowl beat eggs lightly to break the yolks as one would for scrambled eggs, then mix in the butter. Soften the butter beforehand if you must by heating it a little.
 * 2) The butter/egg mixture should be loose. Add the sugar and maple syrup, mix well, then add the salt to the liquid mixture.
 * 3) Mix the cornmeal and baking powder, then blend them into the liquids.
 * 4) Slowly add the flour as needed to reach a proper cake batter texture. This should be softer than a cookie dough, able to stick to the mixing spoon and come off in blobs. You may not need all of the flour, or may even need a little more based on your eggs and how closely you measured.
 * 5) Pour into a greased pan, put into an oven heated to 200°C (400°F), and let bake for between 15–25 minutes.

Notes, tips, and variations

 * When mixing the batter, be sure it is soft enough for a typical cake; you do not want it too moist or dry. Use milk to fill in liquid you need and a half-and-half mix of flour and cornmeal if you are too moist.

 * Keep a close eye on the cake while it bakes: it will become hard fast if you do not take it out in time.

 * If you want to make a crisper crust take a 3 part mix of equal volumes of flour, cornmeal and brown sugar, mix well. Add to the top of the cake half way into the baking process, but do this very quickly: leaving the door open too long will make your cake a rock. The amount required varies based on the pan you use, so use your eyes for what you need (less than a cup total).  Despite the call for opening it halfway through baking, adding it at the beginning should work fine as well.

 * You can substitute honey for the maple syrup, or plain sugar. Maple is used for its flavouring as much as its sweetness.

 * Margarine or vegetable oil will do as well as butter for this. Butter was used traditionally and is thus listed.

 * This dish is usually made for after meals and outside them rather than with them, which is how its cousin Skillet Cornbread is used.  However, when having  Maple Beans and Ham, Sweet Cornbread is often served with it.

title: Cookbook:Sweet Cornbread


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Cookbook:Soft Sugar Cookies

| Cuisine of Ontario | Cookies

This recipe for sugar cookies has been running with the Gilbert women of Ontario, Canada for more than 100 years. No one knows where the recipe started, but it's been that way as long as any can recall with no real change.

Ingredients

 * 3 eggs
 * 1 cup (230 g) shortening or butter
 * Vanilla, to taste
 * 1 cup (200 g) white granulated sugar
 * 1 pinch of salt
 * 2 tsp (10 g) baking powder
 * 2–3 cups (250–375 g) flour

Procedure

 * 1) In a large bowl, beat eggs lightly to break the yolks as one would for scrambled eggs, then mix in the shortening. If using butter, soften it slightly beforehand by heating it a little. The shortening/egg mixture should be loose.
 * 2) Mix in the sugar, then add the salt to the liquid mixture.
 * 3) Add the baking powder, then slowly add the flour as needed to reach a proper doughy state (in essence, able to be shaped without sticking to one's hands too much). You may not need all of the flour, or you may even need a little more based on your eggs and how closely you measured.
 * 4) Make balls and place onto a greased or parchment-lined pan then into an oven heated to 175°C (350°F), and let bake for between 15–20 minutes.

Notes, tips, and variations

 * Feel free to switch out half the sugar with another sweet item, like honey.
 * Using three tablespoons of cocoa powder one can get a slight chocolate flavour to the cookie, without being overtly chocolatey.
 * Try adding chocolate chips to the dough.
 * Approximately 1 teaspoon of vanilla extract works well for this recipe.
 * Adding some cinnamon and nutmeg gives a good flavor.
 * When heating up the butter, make sure that it's only barely solid when it's mixed into the eggs.

title: Cookbook:Soft Sugar Cookies


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Cookbook:Pork Tenderloin with Asparagus and Prosciutto

| Meat Recipes

Ingredients

 * About ½ lb pork tenderloin
 * 1 lb asparagus
 * 50 g prosciutto
 * 175 ml whipping cream (35% fat)
 * 6–10 cloves garlic, chopped
 * 3–4 shallots, diced
 * 2 sun-dried tomatoes
 * About 500 g linguine
 * 4 tbsp olive oil
 * 100 ml white wine

Procedure

 * 1) Trim off any small patches of white connective tissue from the pork, as they will be tough and elastic.
 * 2) Wash and slice the asparagus into small pieces, using angled cuts for improved presentation.
 * 3) If you wish, you may set aside a few slices of prosciutto (chopped), as you may want to include it in the sauce.
 * 4) Preheat the oven to 375°F (200°C).
 * 5) Place the pork on a clean cutting board. Wrap the tenderloin with the slices of prosciutto, trying to wrap as tightly as possible so it will stay in place.
 * 6) While you are doing this, also preheat an oven-safe pan to medium heat. Pour a few tablespoons of olive oil into the pan and place the pork inside. Start browning the meat on all sides. Once that is done, place the entire pan into the oven.
 * 7) While you are doing this, heat up another pan (preferably a saucepan) and pour a few tablespoons of olive oil into it. Once it's heated up, toss the garlic and shallots in and sauté them lightly.
 * 8) Once the garlic has been sautéed to a very light brown colour, add a small amount of olive oil and the asparagus.
 * 9) When the asparagus is slightly sautéed, add about half of the cream and about a quarter of the wine.
 * 10) Fill a medium-sized pot three-quarters full with salted water and set on high heat on a back burner.
 * 11) Turn the tenderloin over in the pan, ensuring that the prosciutto does not fall off the meat. Sprinkle with a bit of salt and pepper.
 * 12) Reduce the sauce to about half of the original volume, and pour in the rest of the cream and wine.
 * 13) Turn the tenderloin over again.
 * 14) Put the linguine in the boiling water and stir occasionally. You may choose to put the chopped prosciutto in at this point.
 * 15) Once the sauce has reduced down again, lower the heat and remove the pork from the oven. Place it on a clean cutting board and let it sit for a few minutes.
 * 16) Strain the linguine and start slicing the tenderloin into small medallions.
 * 17) Place the desired amount of linguine on each plate, and place a few medallions on top. Spoon sauce over the top.


text:
Instructional Technology/Enhanced Mathematics/Worksheet Generating Software

Although the term "worksheet" currently has a negative connotation in education, putting pencil to paper is still a practical way for students to practice what they have learned. There are many software programs available that generate worksheets with just a few clicks of a mouse. These can be customized for any content area, including math.

Types of Worksheets
Types of sheets that can be created range from basic counting to complex algebraic equations. Depending on the robustness of the program, teachers can input custom information and generate worksheets that are specific to a single aspect of a particular concept. An example of this would be a sheet of multiple digit multiplication problems that allows regrouping only from the hundreds place with all problems having a zero in the tens place of the top factor.

Benefits
Another way these customized worksheets can be beneficial is from the perspective of motivation. Students' names can be used as part of the text for word problems. Shared experiences can be incorporated into the worksheet to make them more relevant, as well. Using prices and products from the school store or from a fundraiser are an excellent example of this. Some programs allow the use of graphics. In addition, because these programs also supply answer sheets, teachers can easily have multiple versions of the same test. Worksheets are maninly beneficial for homework and additional practice or drill. Worksheet generating software can allow a student to focus on a specific skill or object and provide additional practice.

Special Needs Students
Textbooks rarely contain enough practice, especially for students with special needs. With these worksheet generators, teachers have a quick and easy way to provide specific and appropriate practice so students can achieve mastery.

Teachers can also use worksheet generators to create their own lessons and units on subject matter that is not supported by the mainstream publishers.

For many students with special needs, traditional textbooks and worksheets are designed in such a way that they hinder, rather than enhance learning. Teachers that understand their students learning styles can design work and study sheets accordingly. Larger fonts, more white space, and fewer problems are examples of how this might be done. Keeping the content consistent with the regular education classroom but writing at a lower reading level allows students with special needs to access the curriculum as dictated by NCLB and other laws governing special education.

Return to Using Technology to Enhance Mathematics Instruction.


text:
User:Marsian~enwikibooks

Hi, I'm a Swedish learner who usually listen to the sveriges radio. I'm interested in, biomechanicsw of animal locomotionw, especially flightw of birdsw (other flying organisms include insectw, batw, and pterosaursw). Hmm, I'm just a student, but w:User:Nicolharper might be a professional... 18:04, 10 April 2006 (UTC)

 * subsidor
 * /css - /js | [ sub pages]

 * memo
 * [ 2000]

 * internal
 * Japanese - Japanese/Lessons - Japanese/Contributor's Guide - cat
 * Swedish

 * external
 * Yahoo groups | sound samples | Study Japanese
 * Audacity - Audacity Wiki home | Hydrogenaudio Wiki home

 * wikiprojekt
 * Get popups | w - w:ja (part) - w:sv | commons | wikt - wikt:ja

title: User:Marsian~enwikibooks


text:
Beekeeping/Honey

Honey is often the main desired product of beekeeping, this sweet viscous solution is the result of nectar that has undergone a physical change of having a majority of its moisture evaporated. Where as honeybees are not the only producers of honey, they are the only producers that create an excess that is harvestable.

Honey is mainly used for cooking or for the preparation of food and drink. Traditionally, honey is use as a sweetener in food, and is actually over one and a half times as sweet as standard table sugar. The added sweetness attributed to honey, and the fact that it will have a bouquet of different flavors based on the variety of nectar that was collected to make it, creates quite the attraction to cooks. Honey however is not limited to usage in edibles. Honey can also be used for many varying applications including usage in wine making, traditional medicine, cosmetics, and allergy relief among  other uses.

Forms of Honey
The majority of people living in an industrialized country have only seen and tasted processed liquid honey. This is an unfortunate occurrence, as processed honey compared to fresh honey from the hive is both bland and unexciting. There exist several common forms of honey that everyone should have the chance to try and enjoy. If one has their own hive, or truly hunts around they would likely be able to find honey in the following forms:
 * Extracted
 * Extracted honey is honey in its standard liquid form. Although this category includes processed honey, raw honey is often the desired product. Raw honey is honey that has been extracted from the honeycomb that has not been possessed in any means, except possibly by simple filtration.

 * Comb
 * Comb honey is capped honey that is still contained within the wax comb created by the bees. It is a traditional favorite eaten wax and all, however it has more recently become difficult to easily find. Before the usage of extraction, nearly all honey came in this form.

 * Chunk
 * Chunk honey is a cross between comb honey and extracted honey. Observation shows that it is simply smaller pieces of comb honey suspended in extracted honey. This product is notoriously hard to find in most regions without a local beekeeper.

 * Creamed
 * Creamed honey is the generic name for liquid honey which has either has naturally crystallized or induced to crystallize by the addition of dextrose sugar or seed crystals of other crystallized honey. Creamed honey if often used as a spread for toast or bread, the only real difference between it and liquid honey is that it is more so solid and there by less likely to run.

A keen eye may also be able to spot various forms of adulterated honey, which often refers to a liquid honey that has had something added to it, most often a flavor, chopped nuts, or dried fruit. While conventionally not a standard form of honey, or even a variety, adulterated honey has become a favorite of some, and is worth mentioning.

Composition
Honey is a solution composed mainly of sugar and water with a smaller amount of other naturally occurring compounds. The specific composition of particular sample of honey is largely dependent on the nectar source used by the bees that produced it.

Properties of Honey
Consisting of mostly sugars suspended in water, honey has several interesting properties that can be exploited.

Hygroscopic
Honey is highly hygroscopic, meaning that it will pull moisture from the air and other mediums. Where as it is not advisable to use honey as a desiccant, many bakers incorporate honey into recipes as to keep baked goods moist. In atmospheres with a relative humidity greater than sixty percent, honey will get to work absorbing moisture from the air.

Fermentation
Because the moisture content of quality honey is less than seventeen percent, it will resist fermentation by most yeast. If desired, as it is sometimes, honey can be diluted to create mead, but even then osmophilic yeast must be used for proper success.

Thixotropy
Some honeys, due to a particular plant protein refined in the nectar of a few plants, show thixotrophic properties. This means that the honey will appear to be in a sold form, akin to creamed honey, but will actually revert to a liquid from when slight agitated. Once the agitation stops it will quickly return to solid. Some honeys that do this include pure grape fruit and pure  ling honey.

Granulation
Give enough time and patience, all varieties of honey will eventually granulate. The speed of granulation is largely dependent on the ratio of fructose to glucose within the honey, the more glucose the quicker granulation will take place. Granulation time can also be decreased by heavy agitation, such as whipping or the inclusion of seed crystals. Honey can be returned to liquid form by applying heat, though granulated honey tastes just as good.

Antibacterial
Honey has been show to have certain antibacterial properties, some honeys such as Manuka honey show an even greater antibacterial strength. Because of this property honey was often spread on wounds, especially burns, to promote healing. Due the antibacterial and anti-fermentation properties of honey it is impervious to spoilage when properly kept.

Quick Honey Facts

 * Honey weighs approximately 12 pounds per gallon (~1.4 kg/l)
 * Honey is about 1.6 times as sweet as white sugar by volume
 * Average pH of honey is 3.9
 * There are about 1380 calories in a pound (12.7 kilojoules per gram) of honey.
 * To make just over 11 pounds (5 kg) of honey requires bees to travel a total distance roughly equal to a round trip from earth to the moon.
 * Canola, Caster and  Golden Rod honey will all crystallize within days of extraction.
 * It often takes the equivalent amount of nectar as to make between 7 and 9 pounds of honey, to create one pound of beeswax, or between 7 and 9 kilogramss of honey, to create one kilogram of beeswax.
 * It often takes the equivalent amount of nectar as to make between 7 and 9 pounds of honey, to create one pound of beeswax, or between 7 and 9 kilogramss of honey, to create one kilogram of beeswax.

title: Beekeeping/Honey


text:
Discrete Mathematics/Arithmetic Functions

An arithmetic function is a function from the set of positive integers to the set of complex numbers. Examples of important arithmetic functions include:

= Euler totient function= The Euler totient function, $$\phi(n)$$ defined to be the number of positive integers less than and relatively prime to n

 * $$\varphi(n) =n \prod_{p\mid n} \left(1-\frac{1}{p}\right),$$

= Mobius function= The Mobius function, $$\mu(n) = \begin{cases} 1, & \mbox{if } n \; \mbox{is square free with an even number of prime factors} \\ -1, & \mbox{if } n \; \mbox{is square free with an odd number of prime factors}  \\ 0 & \mbox{otherwise} \end{cases}$$

$$e(n) = \begin{cases} 1, & \mbox{if }n=1 \\ 0, & \mbox{otherwise} \end{cases}$$ =Von Mangoldt function= The Von Mangoldt function, $$\Lambda(n) = \begin{cases} \ln p, & \mbox{if }n=p^k \mbox{ for some prime} p \mbox{and} k \ge 1 \\ 0, & \mbox{otherwise} \end{cases}$$

$$\sigma_k(n)=\sum_{d|n} d^k$$

and

$$\theta_k(n)=n^k$$

Many of these functions are multiplicative that is they satisfy a(m)a(n)=a(mn) when m and n are relatively prime. A function that satisfies a(m)a(n)=a(mn) even when m & n are not relatively prime is called completely multiplicative. To define a multiplicative function, a(n), it suffices to only give its values when n is the power of a prime; For a completely multiplicative function, giving its values when n is prime uniquely defines the function.

Given 2 arithmetic functions their Dirichlet convolution is defined by

$$(a * b)(n) = \sum_{d|n} a(d)b(\frac{n}{d})$$

where the sum is taken over the divisors, d, of n. It is easy to show that

$$(a * e)(n)=a(n)$$,

that is the function e(n) is the identity under Dirichlet convolution. Another basic fact is that Dirichlet convolution is commutative and associative.

It is also straightfoward to show that multiplicative functions form a group under Dirichlet convolution, or in other words, the following properties hold in addition to the fact that e(n) is the identity, and its associativity:

 * for any multiplicative function a there is a multiplicative function b such that (a * b) = e

and

 * the Dirichlet convolution of 2 multiplicative functions is also multiplicative.

The most important fact about the Von Mangoldt function is that

$$\sum_{d|n} \Lambda(n) = \ln n$$.

The Mobius function's significance comes from the fact that

$$\sum_{d|n} \mu(n) = e(n)$$,

and thus if $$f(n)=\sum_{d|n} g(d)$$ then $$g(n)=\sum_{d|n} f(d) \mu(\frac{n}{d})$$. =References=


text:
Cookbook:California Fusion Peach Salsa

| Appetizers | Cuisine of the United States

This fusion salsa recipe combines hot chili sauce and sweet peaches with Asian spices for a tasty, spicy peach salsa.

Ingredients

 * 2 cans (30 oz) peaches, drained and chopped
 * 2 green onions, sliced thin, including tops
 * 2 tablespoons lime juice
 * 2 teaspoons chopped fresh cilantro
 * 2 teaspoons garlic chili sauce
 * ½ teaspoon five spice powder
 * ¼ teaspoon white pepper

Procedure

 * 1) In a bowl, mix the drained, chopped peaches, sliced green onions, chopped cilantro, garlic chili sauce, lime juice, five spice powder, and white pepper.
 * 2) Toss well.
 * 3) Chill before serving.
 * 4) Serve as a salsa with tortilla chips or as a garnish for meat dishes.

Notes, tips, and variations

 * If you want to make this California style, use fresh peaches.

title: Cookbook:California Fusion Peach Salsa


text:
Template:Computer Programming/Control/1.1

If the original condition is met, then all the code within the first statement is executed. The optional else section specifies an alternative statement that will be executed if the condition is false. Exact syntax will vary between programming languages, but the majority of programming languages (especially procedural and structured languages) will have some form of if-else conditional statement built-in. The if-else statement can usually be extended to the following form:


text:
Template:Computer Programming/Control/1.2

Only one statement in the entire block will be executed. This statement will be the first one with a condition which evaluates to be true. The concept of an if-else-if structure is easier to understand with the aid of an example:


text:
Template:Computer Programming/Control/1.3

Optimizing hints
When this program executes, the computer will check all conditions in order until one of them matches its concept of truth. As soon as this occurs, the program will execute the statement immediately following the condition and continue, without checking any other condition. For this reason, when you are trying to optimize a program, it is a good idea to sort your if-else conditions in descending probability. This will ensure that in the most common scenarios, the computer has to do less work, as it will most likely only have to check one or two "branches" before it finds the statement which it should execute. However, when writing programs for the first time, try not to think about this too much lest you find yourself undertaking premature optimization.

Having said all that, you should be aware that an optimizing compiler might rearrange your if statement at will when the statement in question is free from side effects. Among other techniques optimizing compilers might even apply jump tables and binary searches.


text:
Talk:Computer Programming/Control

Other languages
When changing inside the Computer Programming/Control do have a look how your change will affect the other languages - you don't have to fix them - but do consider them.

--Krischik 08:32, 17 Apr 2005 (UTC)

Subroutines & Subprograms
I program a lot in RPG which uses Subroutines & Subprograms which can be like functions. There are work variables associated with the subroutine or subprogram ... feed the info in, call it, when it is done it returns the answers. Thus we develop standard routines to do standard functions which can be used as building blocks for many different programs. Is this considered to be part of Control Statements, or another element of programming? AlMac 09:08, 16 July 2005 (UTC)

Procedures and functions
I guess the proper place would be Computer Programming/Procedures and functions. The X dependency should be removed and replaced by a language independent definition.

--Krischik 06:08, 18 July 2005 (UTC)

Evil Goto by scenario
Perhaps there should be a separate article on the pros & cons of GOTO and perhaps I should write some of it.

When accepting complex input, we can avoid GOTO using cumbersome code like this
 * 1) Start Point of setting up variables
 * 2) Populate variables associated with starting point of the data to be read
 * 3) Clear flags or variables used to track whether input will be Ok, that are neccessary to manage the loop
 * 4) Define the loop such that we fall out if after all the rigamarole, there are no problems.
 * 5) Start Point of loop
 * 6) Give screen to user to supply data, or access file or whatever
 * 7) Get the data
 * 8) Analyse the data
 * 9) If whatever problem, put error message into relevant variable, or reset so as to read next record in file.
 * 10) Also set flag indicating problem requiring return to start point of loop
 * 11) Conditions of loop either mean we fall out, or return to Start Point of loop
 * 12) Now that we have good data we can process it

Or we can have much easier to read code with GOTO. AlMac 09:02, 16 July 2005 (UTC)
 * 1) Start Point of setting up variables
 * 2) Populate variables associated with starting point of the data to be read
 * 3) Start Point of loop
 * 4) Give screen to user to supply data, or access file or whatever
 * 5) Get the data
 * 6) Analyse the data
 * 7) If whatever problem, put error message into relevant variable, or reset so as to read next record in file.
 * 8) GOTO Start Point
 * 9) Now that we have good data we can process it

The algorithm using GOTO has some problems:
 * The GOTO target 'Start Point' is not defined. There is a 'Start Point of setting up variables' and a 'Start Point of loop', which one do you mean?
 * It describes an endless loop, as there seems to be no conditional. In other words, replace the unconditional GOTO by this step: 'Conditions of loop either mean we fall out, or return to Start Point of loop (via GOTO)'
 * This step is missing: 'Clear flags or variables used to track whether input will be Ok, that are necessary to manage the loop'
 * This step is missing: 'Also set flag indicating problem requiring return to start point of loop'

The description of the algorithm without GOTO mentions the same functionality twice:
 * Define the loop such that we fall out if after all the rigamarole, there are no problems.
 * Conditions of loop either mean we fall out, or return to Start Point of loop

Also,
 * prefer to simplify the discussion by combining all initialization steps (common to both algos) into a single step.
 * Similarly, combine all loop body steps (common to both algos) into a single step.

If these points are fixed, both algorithms are of the same subjective complexity.

Rainer

Non-local exit considered harmful

 * "Because the use of a goto needs the declaration of a label, the goto is in fact as twice as readable than the use of return. So if readability is your concern and not a strict "don't use goto" programming rule then you should rather use goto than multiple returns. Best, of course, is the structured approach where neither goto nor multiple returns are needed:"

It's odd to see such an old chestnut from the Structured Programming Wars resurface. The fact is that non-local exits are sometimes bad, and sometimes preferable to a morass of if-elses. Consider a C-like language with no exception constructs: int widgetcontainer_add(container c, widget w) { if (w == null) return ERR_NULL_POINTER; if (w.chroma < colors.green) return ERR_OFF_COLOR_WIDGET; if (c.count >= c.capacity) return ERR_CONTAINER_FULL;

c.items[c.front++] = w;           return OK; } The solution here, of course, is "use exceptions, not error codes", but failing that, multiple returns are a lot more readable than the structured alternative: int widgetcontainer_add(container c, widget w) { int result = OK; if (w == null) { result = ERR_NULL_POINTER; } else if (w.chroma < colors.green) { result = ERR_OFF_COLOR_WIDGET; } else if (c.count >= c.capacity) { result = ERR_CONTAINER_FULL; } else { c.items[c.front++] = w;           } return result; } Here the nature of the checks is completely obscured, as is the "real code", which is just the last in a long line of alternatives. The reason people promote such code anyway is not readability, but consistency of form, which is actually much of what structured programming is about.

The idea behind restricting (or forbidding) non-local exits is that as the function grows longer, the control flow gets more and more unclear if there are multiple points of exit ("If parameter x is 5, did we exit here or here or here? Does this piece of code ever get executed?") The "non-structured" answer to this is simply not to use big functions (or methods/blocks/closures/whatever), since they are much more problematic than the control structures you use within functions will ever be.

A bigger straw man here is claiming that the version with goto is in fact "twice as readable" because a label is involved. Say what? Is the reader supposed to glance over a "return" statement, or something, or forget that "return" exits the function? I don't know what the author was thinking here. 82.92.119.11 22:14, 8 June 2006 (UTC)

title: Talk:Computer Programming/Control


text:
Macroeconomics/Economic Policy

Economic policy is what a government does to ensure the economy keeps ticking over, and doesn't overheat or fall into recession. Look back to the page on macroeconomic objectives to remind yourself of government objectives. This section will go further into the reasons for government, and how policy can be applied.

Natural Changes in Economic Activity
Most economies go through cycles of strong economic growth and recession; it is much debated as to why this happens - arguably as a result of government policies, expectations of such cycles or other reasons. However, negative multiplier effects can ensure that an economy left to itself would be incapable of getting out of recession. A demonstration of a negative multiplier effect can be seen in areas that have recently suffered increased unemployment. Those recently unemployed will have less disposable income, causing other industries to suffer a fall in demand, resulting potentially in further layoffs of workers. When this happens on a national scale, targetted government spending may be the only way of getting out of this situation.

Secondly, remember that a macroeconomic objective is stable and sustainable economic growth. Economies, left to themselves, also have a tendency for runaway increases in demand without comparable increases in supply, resulting in high levels of inflation and borrowing and a booming stock market, which will hurt all the more when economic growth slows down.

Economic Shocks
These are unexpected, sudden changes in the situation of the world economy or domestically. For example, a housing market crash or recently 9/11 are examples where the home/world economy was entirely unprepared. These shocks have an effect on the demand and supply of goods, as a result of changes in consumer confidence, business confidence and expectations of the future. In order for a government to reduce the impact of such blows, it must be able to partially control the demand and supply curves. diagrams of SRAS and D-side shocks

Application of Economic Policy
There are three main method of government macroecnomic intervention in an economy, all of which will be investigated in more detail later in this section (the imbedded links are to wikipedia, the links to the relevant section in the wikibook are in the template on the right):
 * Fiscal policy - is the use of government spending and taxation as a means of controlling levels of AD, both directly and indirectly
 * Monetary policy - is the use of changing interest rates and the money supply to control the exchange rate, level of borrowing and levels of saving (remember MPC and MPS)
 * Supply-side Policies - are a general term for all the other policies the government can employ to aid the level of supply, which is particularly important in increasing the potential output of an economy, and reducing growth-induced inflation

title: Macroeconomics/Economic Policy


text:
User talk:65.113.66.4

Hi, thanks for your translations.

I hope you won't mind my asking you to look at Mishnah Sotah 3:1 (the last mishnah you contributed), to see how links at the top of the mishnah page can be set up. You can simply copy the links on 3:1 for other mishnayot too, and change the numbers. It's easy.

I've also added a "category" for the seder (look at the bottom of 3:1).

It would be wonderful if you logged in, so you could take credit for your translations!

Chag Kasher VesameakhDovi 12:02, 17 Apr 2005 (UTC)

title: User talk:65.113.66.4


text:
Wikibooks talk:Annotated texts

New discussion
Moved to s:Wikisource talk:Annotations.

Suggested Additions
I would like to see the text thats been removed from WB:WIW/Unstable added/incorporated to this policy. Which was:

Annotated texts are guides for helping readers study and understand published literature and other media that includes a copy of the original work within it. For example, Introduction to Shakespeare or Darwin's The Descent of Man. By developing these guides, we are trying to make it easier for students to study such material. Our sister project Wikisource, which collects public domain and freely licensed works that already exist, also allows annotated texts; it is a place of overlap between the two projects.

See Wikibooks:Annotated texts for our complete policy. Briefly there are two main limitations:

 * 1) Planned annotated texts with only slim prospects of ever actually becoming annotated may become candidates for deletion.
 * 2) Annotated editions of previously published works may only be written if use of the source text does not constitute a copyright infringement. Otherwise, these works are the property of someone else; we should respect their rights and avoid legal trouble. Copyright violations are suitable grounds for speedy deletion.

--dark lama  23:57, 21 March 2007 (UTC)

 * Just to know more about it, who removed the text and did he or anyone provide any info on why the removal was performed ?
 * On point 1) I disagree, a bare book structures (or plan) is not a valid candidate for deletion, can you extend on that point ? --Panic 00:18, 22 March 2007 (UTC)
 * Was it this [edit by Whiteknight]? (he gave the motives to the changes [here] and Annotated_texts cover more or less the subject. --Panic 00:39, 22 March 2007 (UTC)

Clarification to text
On the main namespace version it says The source text has absolutely no annotations, or the annotation is so minimal that its erasure constitutes no loss of educational material. Can I suggest that this has an element of ambiguity, especially where the work itself may be inherently educational material. I presume that we are meaning the loss of (one of) additional/annotated/complementary educational material. Billinghurst (discuss • contribs) 14:32, 17 June 2011 (UTC)
 * Well, this hasn't been really modified since 2007 and I may be one of the few watching it, but my interpretation is that if a book is just a source text or has worthless annotations that if removed would leave it just as a source text, then it should be moved to Wikisource. – Adrignola discuss 14:43, 18 June 2011 (UTC)
 * As I understand the text, the qualification being asked about is already there. The passage in question is the third of three criteria, all of which must hold at once for the text to be recommended for deletion.  (I've tried to clarify that in the text.)  The second criterion says that if the text is inherently educational, it should probably stay here, as sooner or later someone will want to write annotations.  --Pi zero (discuss • contribs) 23:59, 18 June 2011 (UTC)

Wikisource
Wikisource is s:Wikisource:Requests for comment/Annotation policy discussing their annotation policies. I as a Wikisource admin would like to see that Wikibooks and Wikisource cover all the annotated texts that Wikimedia should cover, so I invite people interested in annotated texts to drop by.--Prosfilaes (discuss • contribs) 19:41, 18 July 2014 (UTC)

title: Wikibooks talk:Annotated texts


text:
Wikibooks:Annotated texts

What is an annotated text?
An annotated text contains two elements:
 * 1) A copy of a published original primary source text or other established narrative, academic or literary media, available under a Wikibooks-compatible license.
 * 2) Various kinds of study aids for understanding or teaching the text. These annotations may include introductions, explanatory notes, summaries, translations, questions and answers, charts, lists, indices, references, wikilinks, media, etc.

In an annotated text the annotations are interwoven with the primary source text in order to make the book more reader-friendly. The goal of an annotated text is to facilitate reading and comprehension of the source media, especially in a classroom environment in preparation for formal examinations, or even for private study (for instance, the classic Cliff's Notes on Shakespeare are meant to help students prepare for examinations on literature that they read at home.) Because annotated texts are a kind of educational material it has been declared as Wikibooks policy to include them. This is despite the fact that most primary source texts normally belong at Wikisource.

It may also be possible for Wikibookians to annotate other forms of narrative media besides just written texts. For instance, it may be possible to annotate a motion picture, a video game, or a musical song/album. Such cases might be permitted under this policy if they are shown to be academic and well-written.

For guidelines on how to distinguish which texts belong on which project, please see Wikisource's article Wikisource and Wikibooks. There are no absolute rules for texts of this kind and any reasonable decision by the contributor(s) should be respected.

Source texts without annotations
A number of source texts have been contributed to Wikibooks over the course of time with the express intention of using them as part of annotated text and a few have actually been annotated to one degree or another. However, little or no annotation has been written for the majority of these texts. Source texts without annotations belong at Wikisource. Even some texts with annotations may reasonably be kept at Wikisource, provided that the primary focus is on the source text, not on classroom instruction or test preparation.

In general, the good-faith intentions and work of a contributor who added an important source text to Wikibooks should be honored. This is true even if its takes a very long time until annotations are written. Nevertheless, these texts are really more appropriate for Wikisource than for Wikibooks. Therefore, they may become candidates for deletion if and when the following criteria are all met:

 * The source text also exists in the same format at Wikisource.
 * The source text is not a text widely used in classrooms for which there will clearly be a need for future annotations and interest in writing them.
 * For an example that does not meet this criterion, take the works of Shakespeare. These are central classroom texts and cultural icons. Thus there is a clear demand for annotations of them, and there are clearly people who will be interested in writing them at some point. Therefore, the copies of these texts might as well be left at Wikibooks, even though they also exist at Wikisource.
 * The source text has absolutely no annotations, or the annotation is so minimal that its erasure constitutes no loss of educational material.

When all of the above criteria are met, a book may become a candidate for deletion.

It should also be noted that Wikibooks is a multilingual project. A text here at English Wikibooks may also be part of a larger multilingual annotation project. If annotations to a book are proceeding in another language, and the passages are linked, then the English version should be kept even if it has no annotations. For example, if Shakespeare is being annotated in German, then the German contributors should be able to simply put an "en:" link to connect to the original English version of each unit of text. They should not be forced to link to the Wikisource version just because there is very little annotation yet in English.

Creating an annotated text
In general, break your text into user-friendly sections (e.g. chapters), each of which must be linked to and from the title page using the standard naming convention.

If you want to start annotating a large text, there is no need to add the entire source text immediately at the beginning. Instead, start by copying and annotating a limited initial portion of the text. Later sections can be added to Wikibooks at a future date when the annotation is already substantial. By implementing this suggestion you can maintain a reasonable balance between the source text and your annotations at all stages of the project from beginning to end.

When you start a Wikibooks project to annotate a text, please list the main title page in the following place:
 * Subject:Literature - The related subjects cover texts of different genres. Please list your book in its respective genre(s) by adding it to the subject category of the same name using subjects.

Other relevant pages

 * Wikibooks:What is Wikibooks?
 * Wikisource:Annotations

ja:Wikibooks:解説を付した文章

title: Wikibooks:Annotated texts