text:
User talk:Guanaco

Guanaco, Welcome to wikibooks. I see you've been making some corrections to the cookbook, and I'd like to thank you! The more eyes checking things, the better the project will be. If you made any edits before you created your username, ask an admin, and they'll be able to credit your account with the edit.

If you make a comment in a talk page, and you'd like to sign your name, just use three tildies, like this:  . To add a time stamp, just use four of them.

Again, welcome. Gentgeen 07:43, 19 Apr 2004 (UTC)

Admin
You are now a Wikibooks Admin. Congratulations! TUF-KAT 21:43, 16 Jun 2004 (UTC)

Cconceicao
What are your guidelines considering removing links and signatures?

All external links are evil? Just Companies? Or not in the first Page?

 * Signatures and email addresses are not supposed to be used in the main namespace. External links are okay, if they point to a free (at least gratis), useful, informational resource relevant to the topic. There is no reason we should ever have a " Coruptie " link on the Wikibooks portal or a link to hukuki.net anywhere. Guanaco 12:19, 22 Jun 2004 (UTC)

 * Thanks - --PTCalex 18:48, 22 Jun 2004 (UTC)

Deleting articles
hi

before you delte articles like TeXShop which have only one or a few links in it, you should check these links. in this case the linked page TeXShop: FAQ: Schriften is now linked by no other article. you should start deleting in the last element and not in the toplevel ones. --Moolsan 10:08, 26 Jun 2004 (UTC)

Thank you for the help. Im new to this and I think its a great idea.

Moved Modules
Thanks for renaming it. I guess the name I came up with at first; "A Neutral Look on OS's" doesn't quite make as much sense as "A Neutral Look at Operating Systems". Thanks again for coming up with something better.--Hyperlink 07:05, 21 Mar 2005 (UTC)

bot
Touching lots of articles is rude. It messes up the history. What the heck are you planning to do anyway?
 * The bot was not supposed to actually edit the articles' history. The goal of touching all the articles was to correct problems with "What links here" image information created when Wikibooks was upgraded from v1.2 to v1.3. I noticed that this wasn't working as it used to in v1.3, so I stopped the bot. Guanaco 22:05, 28 Mar 2005 (UTC)

My interwiki redirect
Hi Guanaco,

What was wrong with my interwiki redirect? I know it didn't actually work, but I thought it was a good indicator to other users that I was directing them elsewhere. I'm maintaining only one user page, on Wikipedia, to save the hassle of updating it for every Wikimedia project I'm involved with (mainly Wikibooks, Wikipedia, and Wikimedia Commons). If you have valid concerns about me using a redirect in the way that I did, then I would be happy to replace it with an explicit external link. (Donovan|Geocachernemesis|Interact) 03:21, 11 Jun 2005 (UTC)
 * Sorry, my mistake. I thought the link actually worked. Never mind; the link is okay. Guanaco 03:42, 11 Jun 2005 (UTC)
 * That's okay, I needed to write something there anyway. (Donovan|Geocachernemesis|Interact) 04:37, 11 Jun 2005 (UTC)

Adminship
BTW, thanks for nominating me for adminship. I don't know if I have a chance yet, but we'll see.;) (Donovan|Geocachernemesis|Interact) 03:24, 11 Jun 2005 (UTC)

Proposal for policy overhaul
As a fellow admin who might be interested, it might interest you that I've started to think about changes to existing policy and project scope so that policies are more clearly defined (as suggested by User:Aya, who claims existing policies to be ambiguous) and more open (as suggested by User:Robert Horning over the biography debacle). I've made a post on textbook-l as a result, please reply to my talk page for feedback. KelvSYC 05:53, 26 July 2005 (UTC)

Sherlock Holmes
hey guanaco, are you going to be putting sherlock holmes back up soon? I realize that you wikipedia folks are a bunch of pedantic crazies but I didnt really have any problem with the text so hopefully this isnt a permanent deletion
 * It is a permanent deletion. You can repost the Sherlock Holmes text at Wikisource. Wikibooks is for original books and annotated texts only. Guanaco 00:37, 17 November 2005 (UTC)

Undeletion
The modules that you undeleted (Cookbook:Human and Naturism) were deleted again. If you want to open a discussion on undeleting something, could you please use the Votes for undeletion (WB:VFU) page, instead of undeleting it? --Kernigh 03:16, 19 November 2005 (UTC)
 * I undeleted Cookbook:Human because it was already on VFU. Naturism had been speedily deleted improperly, so I speedily undeleted it. Guanaco 07:16, 19 November 2005 (UTC)

Jokebook
I don't think it makes sense to say that if a book on some topic could conceivably be totally rewritten to turn it into a textbook, that makes it valid to keep. Could we have a valid textbook on humor? I suppose so, there must be a class somewhere on the subject. But such a book would not be a jokebook.

There is nothing wrong with jokebooks. There's no reason to abuse this one by turning it into a textbook. But there's also no reason for us to keep it here on Wikibooks, since it is not a textbook and never will be.

--Jimbo Wales 17:10, 25 November 2005 (UTC)
 * The Jokebook seems to be mostly original research (if you can call it that). 90%+ of these jokes are unverifiable, being the original creations of the book's authors or the authors' friends. For that reason, I have changed my vote on VfD. Guanaco 22:05, 25 November 2005 (UTC)

Cool. You've known me for a long time. If you are in a good position to carry my good wishes to Rob, please do so. I am not sure why he thinks I'm personally attacking him, but I may have overlooked some stray remark I made which was inappropriate. Any help you can give in resolving this conflict would be most appreciated. I have deep respect for Rob and regret anything I may have done to offend him. --Jimbo Wales 03:16, 26 November 2005 (UTC)
 * I'm not sure I can do much, but I will try to help in any way possible. Guanaco 17:53, 26 November 2005 (UTC)

Japanese:Videogame
I see that you deleted all the Japanese:Videogame pages. Can I please have the text to Japanese:Videogame:General back, as I wish to readd it. There is no copyright problem with this page, add it was created after all the delete votes were passed. Gmcfoley 00:55, 26 November 2005 (UTC)
 * I've restored the page. You might want to copy it quickly before someone else deletes it. Guanaco 04:10, 26 November 2005 (UTC)

Thanks, I got the text. You can delete the page again, I will readd the information to a different page. Thanks, Gerard Foley 19:52, 26 November 2005 (UTC)

Crime Textbook
I would appreciate a delete vote on this VfUndelete. I think that a vote from you would carry weight and provide some added direction to see Wikibooks back to following its mission. I wrote off wikibooks, but the recent comments on foundation-l have made me reconsider that decision. Trödel 22:18, 29 November 2005 (UTC)

I'm still here
Thank you, in a small way, for taking down my request for de-adminship. I'm trying to take a break from the politics of what is going on here, in part to cool my own head down a bit. I think Jimbo was wrong in many things, and I do feel that there were personal attacks by him against myself. Foundation-l got particularly blistering for a bit. I need to bury the hatchet and move on though. I think Jimbo does have his heart in the right place, and I'll be the first to admit that some house cleaning needed to be done here on Wikibooks.

I'm trying to concentrate on more mundane things including for now AP Computer Science and my perennial Wikibook that I've been working on seemingly forever (Programming:Serial Data Communications). That is why I came to Wikibooks, and these are very non-controvercial so I don't need to get buried into a bunch of debate over them, generally speaking (I did manage to piss off one user over the serial data Wikibook, however). When I get back into doing more admin duties, I think I'm going to try and concentrate on pushing Card Catalog Office and turning it into something worth while. I also want to clean up the stack of orphaned book modules that have the deadwood of much of Wikibooks that needs to be cleaned up. Having admin status is not necessary for that strictly, but it will help. There are close to 200 modules from the days before Wikibooks broke up into multiple languages still here with the majority of that in German. All of that needs to be deleted eventually.

None of that needs (at least what I've seen so far) any consent from Jimbo nor does it impact his plans for what he has done other than his orphaning a bunch of modules due to how he deleted Jokebook and How to get a date. Even that would not really be controvercial other than some admin would have to remember that all Jokebook material would have to be researched and found to make sure it all was deleted. Wikibooks is particularly awful if the admin doesn't get it all cleaned up on some random page deletion, or even when the "title" page gets modified and a module is accidentally unlinked.

Thank you as well for being active as an admin and in general a good editor/user during this period. I hope everything settles down a bit and the policies get reworked into something that everybody can agree upon. It is this issue in particular that I feel needs the support of Jimbo and not arbitraryness for particular content. If policies can be clarified and worked out completely, things like Jokebook will be automatically deleted without contention within this community. The side issue of the relationship between Wikicities and Wikimedia projects is something that is going to come to a head, but I'm not at the moment ready to take on that issue.

BTW, you may want to look at this e-mail message that was just posted on Foundation-l. I don't understand the implications, but it does affect you and what I've been talking about as well. --Rob Horning 07:51, 30 November 2005 (UTC)

SORBS
After discussion with Craig Spurrier I found more reliable tool than SORBS and I will be more careful when blocking IP's. --Derbeth talk 23:09, 7 January 2006 (UTC)

Policy review
Policy is not the most exciting subject at Wikibooks but we do have some major unresolved issues.

The most important issue, in my opinion, is Dispute resolution which starts by declaring that:

"Currently there is no official organized process to resolve disputes between users"

The suggested remedy for this is: Ad hoc administration committee which puts into place the absolute minimum in terms of an enforcement apparatus.

The second most important is No personal attacks where a vote has recommended the policy be enforced but it still languishes as "proposed".

The third policy that is needed and which will prevent edit disputes from getting out of hand is Editing disputes policy.

Other policies that need consideration are at: Policies and guidelines.

Please spare a minute or two to peruse these issues and add a comment and/or a vote. RobinH 12:20, 28 April 2006 (UTC)

New pages
Huh? Please link me to where I've created pages with, because I never recall doing that. I think you made the mistake of posting on the wrong user's page. Since you haven't edited in a while, maybe your account has just been hijacked and you gave me a random message. Respond on my talk page if you actually wrote that on purpose. Thanks. -Matt 02:09, 27 July 2006 (UTC)

General voting rules/Proposal
I want to call the attention of all wikibookians, especially active admins to the discussion about the new voting policy. Wikibooks currently does not have a concrete voting policy in effect, so the adaptation of this policy will potentially create immediate differences in the way business is conducted here. Due to large amounts of discussion, changes, and dissention, there are several versions of this policy being considered:

 * Version 1 Written by User:Whiteknight
 * Version 2 Written by User:Jguk
 * Version 3 User:RobinH's revision of Jguk's version
 * Version 4 Written by User:Kellen
 * Version 5 Whiteknight's Revision of Kellen's Version.

Also, there are additional issues being discussed, such as the inclusion of a "minimum contributions" clause, that will limit users with less then 20 votes from editing. Also, there is a proposed clause that would allow this 20 vote minimum to be raised in response to abuse.

I am sending this same message to all currently active admins. I hope you are able to come in and give your opinions on this matter. --Whiteknight (talk) (projects) 20:47, 11 August 2006 (UTC)

Massive Reverts
I noticed you massively reverted pages I tagged for speedy deletion that were either broken redirects due to contents being moved to a different project or were unused redirects that don't follow WB:NP, were unlikely to be used, could only result in false positives when doing a search and seemed to be within the rules for speedy deletion. So why the massive reverts? --darklama 00:29, 16 October 2006 (UTC)
 * I didn't realize I reverted to any broken redirects, but I'll delete those as soon as the Special:BrokenRedirects cache updates. As for the others, I believe it would be best to keep them, because it's possible there are links to them from external sites, such as other Wikibooks projects. There shouldn't be any problem with false positives as long as we delete the broken ones; users who find the redirects in a search will be directed to the target page. Guanaco 03:49, 17 October 2006 (UTC)
 * Careful! Some of those really did need to be deleted, because they're redirects to a video game guide that has since migrated to one of the VG wikis.
 * Nice to see you back, but you should really go over some of the recent policy discussions, as things have evolved a bit over the past year or so.-- SB_Johnny | talk 10:11, 18 October 2006 (UTC)
 * The ones that really need to be deleted will show up on Special:BrokenRedirects and in the next XML dump, and I'll take care of them. Guanaco 20:10, 18 October 2006 (UTC)

Wikimanual of Gardening pages
...generally should just keep all the transwikied information, since isolating a tidbit just makes them into itty-bitty stubs. The /sowing version was actually a lot better than the /seeds section. Please don't delete materials from the pages of a book that you are not familiar with.

OTOH, your thoughts would be appreciated on Wikibooks talk:Transwiki Rules. -- SB_Johnny | talk 21:27, 19 October 2006 (UTC)

deleting pages moved to other domains
Hello Guanaco, I just saw you deleted Spanish Wikiversity pages. They had been moved to a Spanish domain, without the Import option (because then it didn't existed). In order to respect the GFDL, a link to its history page in this domain had been created. Now, with the page deleted, we are violating the GFDL. :O( Be careful with that next times, --Javier Carro 17:00, 20 October 2006 (UTC)
 * If you can link to these pages, I can undelete them and have a Spanish Wikiversity admin import them properly. Guanaco 20:57, 20 October 2006 (UTC)

 * User:Javier Carro/es.wikiversity pages to be undeleted. I am admin in es.wikiversity. But, at the moment, we only can import from es.wikibooks and meta. If you can recover these pages, I'll request that the import is activated for this domain also. Thank you, --Javier Carro 08:12, 22 October 2006 (UTC)

table syntax mangled
I'm afraid your bot messed up this page

http://en.wikibooks.org/w/index.php?title=Spanish/Lesson_4 - Ulph 22:12, 20 October 2006 (UTC)
 * I've fixed it. Whoever originally made the table was using newlines in formatting the table where spaces would be appropriate. Guanaco 22:15, 21 October 2006 (UTC)

Happy New Year John!
Happy Holidays! Mike Garcia 23:55, 5 January 2007 (UTC)

Issue Guide VfD
The work Issue Guide was tagged for deletion on Wikibooks, your input would be welcomed. --Panic 17:47, 11 October 2007 (UTC)

Nomination for de-adminship
You have been inactive for a year, and as such you've been nominated for de-adminship. If you wish to contest your de-adminship you can do so on the included linked page. You do not have email enabled, so this is the only way to contact you that I know of. --dark lama  18:34, 20 October 2007 (UTC)

Import huggle info
I have imported speedy deletion criteria onto Huggle, but the templates don't work, so don't use them yet. There are 4 levels of warn, but the eort does not work. RfD does not work. That is all. PokestarFan*Talk*Contributions 11:33, 13 June 2017 (UTC)

Also, please use the undo and warn function. Makes warnomg them so much easier. PokestarFan*Talk*Contributions 19:08, 13 June 2017 (UTC)

title: User talk:Guanaco


text:
Cookbook:Jaggery

| Sweeteners

Jaggery is an unrefined crude brown sugar. It can be made from the sap of the East Indian jaggery palm, or from sugar cane. When made from the jaggery palm, it is often called gur to differentiate it from the sugar cane product. It is usually sold in solid blocks of a brownish-yellow color, and is used extensively in Indian dishes and sweets as well as traditional medicine. It has a much stronger flavor than refined cane sugar, but raw cane sugar may be substituted in many recipes if jaggery is unavailable.

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

title: Cookbook:Jaggery


text:
Wikibooks talk:Language and literature bookshelf

Organization
I notice that there's a mixed organization scheme here, unless "law" is an author.कुक्कुरोवाच

Not Yet Annotated
Shouldn't this page have sections "Annotated" "Partially annotated"? (never "To be annotated" as raw source text should not be here; if someone wants something annotated then they at least should be able to add their own annotations before uploading here)

Annotation conflict
There seem to be two lists of annotated works. On the Main Page is a link here, but this list is different from the list of annotated works at Study guide bookshelf.

Cleanup
I've cleaned up this list, and added notices to all the pages, redirecting readers to texts on wikisource. Basejumper123 00:23, 12 May 2006 (UTC)

Suggestion
It would be useful to offer some annotated texts as a two column text. In other words, one column would have the original text, while the other column would have useful notes, ideas, and/or explanations. This has become prominent in some versions of Shakespeare, for example, where the left page of the book is the original text, while the right side is the original text translated into Modern English. I would be more than happy to develop a template for this and to help develop some of the texts into this, just let me know what you think. --Ultimadesigns 02:15, 18 May 2006 (UTC)

Practical Grammar and Composition
The following out-of-copyright book has just been posted to Project Gutenberg:

It's outdated in a number of places, but much of the content is still relevant. So it might serve as a framework for a work on Wikibooks; needing only updates to the obsolete content and some modernized examples and rules of grammar. What do you think? — RJHall 14:44, 12 September 2007 (UTC)
 * No interest I guess. — RJHall 22:20, 16 November 2007 (UTC)


text:
User:Paulcox

Paul can't actually cook to save his life and has been known to screw up ice cubes, but he likes food. His first contributions are those he's picked up in South India, while studying at the South Asian Centre of Friends World Program in Bangalore. He recommends the Sunday morning appam at Koshy's on St. Mark's Road.

title: User:Paulcox


text:
Cookbook:Oil and Fat

| Basic foodstuffs | Nutrition

Oils and fats, also called lipids, are one of the three basic types of calorie sources, the others being carbohydrates and proteins. With 9 calories per gram (38 kJ/g), lipids have the highest food energy content of the three. The other two have 4 calories per gram.

In general, the difference between oils and fats is that, at normal room temperature, fats are solid while oils are liquid. Palm, palm kernel, and coconut oils are exceptions to this rule.

Role in human health
Many lipids are absolutely essential for life, and a minimum amount of dietary fat is necessary to facilitate absorption of fat-soluble vitamins (A, D, E and K) and carotenoids. However, certain lipids, particularly trans-fatty acids are risk factors for heart disease, among others, and some individuals may wish to limit them in their diet.

Humans have a dietary requirement for certain essential fatty acids, such as linoleic acid (an omega-6 fatty acid) and alpha-linolenic acid (an omega-3 fatty acid) because these fats cannot be synthesized from simpler components in the diet. Most vegetable oils (including safflower, sunflower, and corn oils) are rich in linoleic acid. Alpha-linolenic acid is found in the green leaves of plants, and in selected seeds, nuts and legumes (such as flax, canola, walnuts and soy). Fish oils are particularly rich in the omega-3 fatty acids eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA).

Food sources
The foods listed below each type of lipid contain high concentrations of that lipid.

 * Saturated
 * Butter, ghee, suet, tallow, coconut oil, and palm kernel oil, dairy products (especially cream and cheese), solid fat on meat, chocolate, and some prepared foods.

 * Monounsaturated
 * Nuts, avocados, tea seed oil, olive oil, grapeseed oil, ground nut oil, peanut oil, flaxseed oil, sesame oil, corn oil, popcorn, whole grain wheat, cereal, oatmeal, safflower oil, sunflower oil, tea-oil Camellia. Canola oil is 57%–60% monounsaturated fat, olive oil is about 75% monounsaturated fat, lard is 45% monounsaturated fat, while tea seed oil is commonly over 80% monounsaturated fat. Other sources include

 * Polyunsaturated
 * Grain products, seafood (herring, salmon, mackerel, halibut, fish oil), soybeans, sunflower oil, safflower oil, cottonseed oil, flaxseed oil. Foods like mayonnaise and soft margarine may also be good sources, but nutritional facts vary by style and brand.

 * Trans unsaturated
 * Trans fats make up 2–5% of the total fat in the milk and body of ruminants (such as cattle and sheep), however the vast majority of trans fats consumed today are created by the processed food industry. As such, these fats can be found in many fast foods, snack foods, fried foods and baked goods that have hydrogenated oils. Margarine and shortening may also contain high levels of trans fats, depending on their country of origin — for example, Australian margarine is produced by a different method to American margarine and contains no trans fat.

Smoke points
The smoke point of an oil or fat is the temperature at which it gives off smoke. When oil is smoking, it gives off bad fumes and is prone to bursting into flame. Flames from a pot of burning oil will reach up for 2 or 3 feet. The smoke point of an oil should be high when the oil is used for deep-fat frying or when it will be exposed alone on surfaces such as cookie sheets. The numbers here are common values; oils will vary.

Olive oil is particularly variable; higher quality cold-pressed grades have lower smoke points than cheaper solvent-extracted and refined grades. It is better not to use high-quality olive oil for deep frying—save it for your salads.

Index
For a complete list, see Category:Fats and oils or browse below:

title: Cookbook:Oil and Fat


text: Template:Physics Study Guide

title: Template:Physics Study Guide


text:
Cookbook:Honey

| Basic foodstuffs | Sweeteners

Honey is a sweet and viscous liquid produced by bees from the nectar of flowers. The flavor and color of the honey is largely determined by the type of flowers from which the nectar is gathered. Common flavours of honey include orange blossom honey, tupelo honey, clover honey, blackberry, and blueberry honey. In Australia, Tasmanian leatherwood honey is considered a delicacy for its unique flavour. Manuka honey from New Zealand is said by some to have more healing properties than other honeys, therefore sells at a premium price.

The main uses of honey are in cooking, baking, spreading on bread or toast, and adding to various beverages such as tea. Because honey is hygroscopic (drawing moisture from the air), a small quantity of honey added to a pastry recipe will prevent it from becoming stale. Raw honey also contains enzymes that help in its digestion, as well as several vitamins and antioxidants. Eating wild honey from near your home can help build up resistance to hayfever and other pollen allergies.

Honey is, however, not always healthy. Because it is gathered from flowers in the wild, there are certain times and places when the honey produced is highly toxic. Rhododendrons and azaleas have nectar that is highly poisonous to humans although harmless to bees, producing deadly honey. In some areas of the world the hives are emptied immediately after the flowering season and cleaned of any residue to prevent accidental poisoning. Such poison honey is very rarely, if ever, encountered in the United States. The shape of the Azalea flower makes access to nectar difficult for honeybees, and during the time at which Azaleas bloom there are almost always other flowers in bloom that are more appealing to the honeybee.

Honey (as well as other sweeteners) is also potentially extremely dangerous for infants. This is because botulism spores are among the few bacteria that survive in honey. While these spores are harmless to adults, an infant's digestive system is not yet developed enough to destroy them and the spores could potentially cause infant botulism. For this reason, it is advised that neither honey, nor any other sweetener, should be given to children under the age of 18 months.

Honey does not spoil. Because of its high sugar concentration, it kills bacteria by osmotically lysing them. Natural airborne yeasts can not become active in it because the moisture content is too low. Natural, raw, honey varies from 14% to 18% moisture content. As long as the moisture content remains under 18% nothing will grow in honey.

Information
 Wikibooks Beekeeping book project has more about this subject: Honey
 * 1 cup of honey = 339g = 1030 Cal = 229g of carbohydrate
 * 1 tablespoon = 21g = 65 Cal = 17g of carbohydrate
 * 1 volume unit of honey = 1.67 volume units of granulated cane sugar in equivalent sweetening power.

Useful tips on cooking with honey

 * 1) As a general guide, when using honey recipes, use less of honey because it is almost twice as sweet as sugar. Replace one cup of sugar for half a cup of honey, and because honey is hygroscopic (meaning it attracts water), reduce the amount of liquid in the recipe by 1/4 cup for each cup of honey added.
 * 2) Give longer time for beating and more vigorous beating compared to sugar recipes, and when baking with honey.
 * 3) Add 1/2 teaspoon baking soda for each cup of honey used. This will neutralize honey's acidity and help the food rise.
 * 4) Reduce the oven temperature by 25 degrees Fahrenheit. Honey batter becomes crisp and browns faster than sugar batter.
 * 5) When using honey in jams, jellies, or candies, increase the cooking temperature just a bit to allow the extra liquid to evaporate.
 * 6) The floral variety of the honey should be considered when cooking with honey since honey will impart some of its flavor.

title: Cookbook:Honey


text:
User talk:68.55.55.177

r3m0t
Since you've made a couple of edits on the lucid dreaming wikibook, I think you should consider signing up for free on this website (email not needed) and/or putting yourself noncommitally on the authors list at the lucid dreaming wikibook. I'de also like to make sure you know that there is a talk page for every article; you can access it by clicking on "Discuss this page" on the left menu. r3m0t (cont) (talk) 19:08, 19 Apr 2004 (UTC)

 * I'm thinking I'm going to go make an account right now, I've just been being lazy. :-)
 * 68.55.55.177 19:50, 19 Apr 2004 (UTC)

 * Hahaha. You just need to fill in three fields! Username, password, password. Oh, remember to click the button :) r3m0t (cont) (talk) 20:07, 19 Apr 2004 (UTC)

 * Yeah, well, I was being Very Lazy. :-P (This is 68.whats-my-IP-address by the way :-) ) Tharenthel 22:21, 19 Apr 2004 (UTC)

 * OK, add yourself (or not, your choice) to the authors list "whenever you can be bothered". r3m0t (cont) (talk) 22:39, 19 Apr 2004 (UTC)

Kirbymeister
Hey, you might wanna register and login. That way, we can add you to the authors list (and you wont be confused for someone else. KirbyMeister 19:27, 19 Apr 2004 (UTC)

title: User talk:68.55.55.177


text:
User:Old Nol~enwikibooks

Not as old as one might expect.

I accquired this epithet whilst online gaming. Every one seemed to be at least 10 years younger than myself.

The original Old Nol was Oliver Cromwell, 'a great bad man' as Claredon called him. Incidently, he also never lost a battle, his online alter ego cannot say the same.

title: User:Old Nol~enwikibooks


text:
User talk:Old Nol~enwikibooks

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 Old Nol. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Old Nol~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Old Nol~enwikibooks


text:
User talk:Tharenthel

OK, add yourself (or not, your choice) to the authors list "whenever you can be bothered".

Welcome! r3m0t (cont) (talk) 22:40, 19 Apr 2004 (UTC)

 * Lol, thanks, and I might, maybe when I alphabetize the authors list. :-) Oh, and my name is pronounced Th (like in "think" as opposed to "wither")-are(like the word)-en (like "N")-th (like think)-el (like "L"), just so you know, and you don't go and do something insulting like reading Tairunthil. :-) Tharenthel 22:52, 19 Apr 2004 (UTC)

Thanks a lot for continuing work on the wikibook while I have been doing somewhat other stuff. You appear to have been the only editor for a pretty long time! Hopefully the wikibook is basically completed (apart from the dream interpretation part, but nobody knows how to fill that anyway). Oh yeah, I got a new book called Dreaming Reality, which is a rewrite and simplification of The Origin of Dreams. Hopefully I will be able to fill in the dream interpretation section from that. r3m0t (cont) (talk) 11:55, 9 Aug 2004 (UTC)

title: User talk:Tharenthel


text:
Italian

Italià Italienisch Italiano fa:زبان ایتالیایی Enseignement de l'italien Italiano איטלקית Italiaans Italiano Italian kieli Мова людства/Італійська

title: Italian


text:
Talk:Perl Programming/Functions

Use of "my" should be explained. (Done. Thanks, Dysprosia.)

No problem :) Dysprosia 04:58, 21 Apr 2004 (UTC)

Any chance you could cover calling a function by name at runtime as in

using strict; sub foo {  print "here"; } my $funcname = "foo"; $funcname;
 * 1) !/bin/perl

ps: the above code doesn't work in strict mode. I'm searching for the correct way to do it

 * No, the point of strict is to keep you from doing that. Don't do that.  Don't want to do that. --Randal L. Schwartz 22:51, 11 September 2006 (UTC)

 * Actually you can do that, and "There is more than one way to do it":

use strict; use warnings; sub foo { print "here\n"; } my $funcname = "foo"; $::{$funcname}; {  no strict qw(refs); &{$funcname}; }
 * 1) !/bin/perl

 * On the other hand, these are advanced techniques, those are highly advanced techniques, e.g., for those writing AUTOLOAD functions or writing test suite libraries. I don't think it is appropriate here. Ike 10:43, 8 November 2007 (UTC)

title: Talk:Perl Programming/Functions


text:
User:Andre Riemann

siehe Wikipedia:de:Benutzer:Andre Riemann

title: User:Andre Riemann


text:
Personal Finance/Budgeting

Budgeting involves maintaining control over your expenditures. There are typically three phases that show a maturation of a control of your budget.

 * Defining - Defining your inflows and outflows to get an idea of your cash flow.
 * Setting - Setting your budget to control how much your expenses are each month.
 * Improving - Improving your cash flows by reducing your expenses and increasing your income.

Write out your total income
Include wages, salaries, rent collections, settlements, allowances, or any other source of money you get.

Write out your fixed costs
These are the expenses that come in bill form like insurance, car payments, rent or mortgage payments, or payments to any other kind of loan. Costs like these need to be paid and don't change no matter how much or little you use them. It is important to get these down first, since these payments are generally out of your control.

Write out your variable costs
After you pay your bills, you can now allocate what's left of your income to other things that need to be paid. Groceries, utility bills, and other costs within your control go here.

Monthly income

 * Primary employment: $1600

Fixed monthly expenses

 * Rent / Mortgage: $300
 * Car payment: $336
 * Phone: $55
 * Kirby: $50
 * Insurance: $80

Variable monthly expenses

 * Gas: $80
 * Cigarettes: $150

The basic budget
Budgets don't have to be painful experiences. Now that you have a set of realistic goals for all of the money you will be getting and that you have an idea of how much money you will be spending, you can start to budget effectively.

For the first month, just count the ins and outs. You can use a normal notepad for this.

In August, they had 820 US$ in addition to 4,095 US$ from their income for a total of 4,915 US$.

They spent 2,150 US$ and had 520 US$ left at the end of the month. They therefore saved 2,245 US$ in August.

Counting the leftover cash in your wallet allows for a precise expenses count even if you forgot to actually count an item or two. The forgotten cash will show up as Mysteriously Vanishing Money (MVM).

Savings were distributed according to the priorities set out in Chapter 1 and were as follows:

In case of unforeseeable emergencies when expenses exceed income, they use their travel money first, then the car money and then the retirement money to pull them out of the scrape. This is not recommended. In fact, an extra savings account for emergencies should ideally be created and hold about 6 months worth of income to deal with the ups and downs of life.

Unfortunately, that is simply not possible for the family in the example above. They must therefore prioritize their needs and perhaps create a tighter budget.

The revised budget
Now that you've thought about how to cut your expenses, it's time to get to it! Some expenses of course are fixed and so cannot be easily cut. In the example below, rental fees are exorbitant but reducing them would entail moving elsewhere... Not a realistic solution. So, what can be cut? Food, ET and the phone bill look like prime targets. Another important one to hit is MVM as it usually represents items which you can do without... after all, you don't remember buying them! Utilities and gasoline are already quite low, so don't need to be taken care of. Gradual cuts may be better than taking out 50% of one item in one fell stroke and suffering through the entire month, only to face the uncontrollable urge to splurge on that item next month. Perhaps cuts of 10% a month would be easier to bear.

Hey, not bad! You have shaved 70$ from your budget. That's a great start. Continue doing this every month until you feel you are living *too* cheaply and yearn for a better life. Then, loosen up a little... just a little! Just enough to feel the difference between extreme poverty and the point where you enjoy life again. So, enjoy life, but on the cheap side!

title: Personal Finance/Budgeting


text:
User talk:80.242.32.51

Hello, I've noticed you're adding recipes from a copyrighted book into the cookbook. While a list of ingredients is not subject to US copyright protection, the description and procedure are. See this page from the US Copyright Office for more information. Could you please explain if you have been given permission from the copyright holder to republish his recipes, or if you have rewritten the procedure. I'm going to blank these pages: Cookbook:Queen of Puddings, and Cookbook:Irish Stew, and place them on Votes for deletion. These are not final decisions, and if you have permission to post them, they will be reversed. Gentgeen 22:59, 20 Apr 2004 (UTC)

title: User talk:80.242.32.51


text:
Guitar/Chord Types

A chord is two or more different notes played simultaneously. Most chords have three notes though. Chords derive their names from the root note; so a C chord has C for its root note and a G7 chord will have G. The interval between the root note and the third determines whether a chord is a major or minor. Chords may be strummed or the notes picked individually though beginners find strumming much easier. The more advanced technique of picking is examined in the Picking and Plucking chapter.

While chords are primarily used for rhythm guitar, basic chord knowledge can be important for lead playing as well. Knowing how chords are constructed can help when learning the lead parts of many songs since there is always a relationship between a chord and the lead part. For example, if you have to play a lead part over a C major chord (C-E-G) and you use the notes of a D flat major chord (Db-F-Ab) then the result will be very dissonant. Additionally, many lead patterns revolve around arpeggios. These are chords with their notes played in sequence (the word "arpeggio" actually means "broken chord") rather than together. For more information on arpeggios, see the Arpeggio and Sweep Picking chapter.

Chords are easy to play though understanding the theory behind chord construction (harmony) will require some understanding of scales. While it is not essential to have a knowledge of scales to be able to use this section, understanding scales will definitely improve your general musicianship. With that in mind, go ahead and learn and use these chords without worrying too much about the theory and when you have the time take a look at the page on general music theory and the page on scales.

Beginners are advised to start with open chords, which are often the easiest chords to form. Learning open chords is important because it sets the stage for learning how to form barre chords. Barre Chords are chords you form by pressing all (or some) of the strings down with the first finger. This finger acts as the barre (the same job that the nut of the guitar does when you are playing open chords). Because of this barre chords don't usually include open strings and can be moved freely up and down the neck. As you move your barre chord, the shape of the chord remains the same although all the notes change. Barring is an important technique and greatly opens up the neck of the instrument.

Major chords
The most basic chord is called a triad and consists of three different notes. A major triad consists of the root, a major third, and a perfect fifth. The early study of chords should be based around how to build the tonic triad (chord) from any major scale. To build the tonic triad you take the first note of any major scale and the third note (a major 3rd) and the fifth note (a perfect fifth). Take for example building a tonic triad (chord) from the C major scale. If you look at this C major scale: C-D-E-F-G-A-B-C you will notice that the first, third and fifth notes of the scale are C, E, and G. The most obvious thing that most guitarists become instantly aware of is that the C major played in the first position actually involves playing 5 strings and therefore must have more notes than a triad. The C major chord shown below has these notes C, E, G, C, E. If you cancel out the doubles you are left with a C major triad. This brings us to an important rule: any chord tone (note) can be doubled without affecting the chords designation. Therefore a C major triad (C-E-G) and the first position C major chord below (C-E-G-C-E) are both still C major chords though the 5 note version will sound fuller due to the note doubling. Major chords have a characteristically bright and happy sound.

Minor chords
The minor triad consists of a root, a minor third and a perfect fifth. The interval between the root and third is a minor third and the interval between the root and fifth is a perfect fifth. Minor chords have a dissonant quality due to the interval of a minor third. It must be remembered that we are talking about building chords from scales and that these intervals, the minor third and perfect fifth, are the interval designations from the scale which are then applied to naming the intervals in a chord. Which is why the triad intervals are not named 1st, 2nd and 3rd respectively.

Minor chords are best understood in relation to their major chord counterpart. In the example below we will use E major and E minor. When we play an E major chord, we can flatten the third of the chord by lifting the finger that is holding down the third string at the first fret, making it an open string. By altering this one note so that the interval is changed from a major third to a minor third, we have formed a new chord: E minor.

Switching between major and minor chords can be relatively easy, as it involves the change of only one note. Some chord changes, for example changing between an open F major to a F minor, will need a little more effort.

Dominant Seventh chords
A minor seventh is added to a major chord. When a minor seventh is added to any major chord that major chord is changed into a dominant seventh. The dominant chord always refers to the chord built on the fifth degree of any major scale. Look at the C major scale below:

C-D-E-F-G-A-B-C

The fifth degree of the scale is G. The chord built on the fifth contains the notes: G-B-D. To change this dominant major chord to a dominant seventh you need to add a fourth note. The note you add is F (the minor seventh) which now makes: G-B-D-F. This chord has very strong need to resolve usually to the tonic. The reason the interval in G-B-D-F is called a minor seventh and not a perfect fourth is that interval designation is determined from the root of the chord being discussed. Take for example the G major scale below:

G-A-B-C-D-E-F#-G

As you can see the interval G-F# is a major seventh. You can form a minor seventh interval by lowering the seventh by a semitone: G-F. This holds true for all major seventh intervals.

At first it seems quite strange looking at the interval relationship of another key to determine the chord intervals of the key you are playing in. With practice it becomes very easy but does involve learning a few major scales.

Sixth chords
Add a sixth to the chord. The two chords below are major chords from the key of C with a sixth added.

Suspended chords
To form a suspended chord the third is replaced with either a second or a fourth. The third of a chord defines its modality - whether a chord is major or minor. By removing the third and replacing it with a second or fourth you have suspended the chord's modal quality. This creates a chord that is neither major or minor and the ear interprets the chord as harmonically ambiguous.

Suspended chords derived from a D major chord:

Slash chords
Chords that are not in root position. For example, a C/G is a C chord with a bass note of G. They are also referred to as "inversions". Slash chords are always notated with their chord name first followed by the bass note.

Diminished chords
These consist of a stack of minor thirds. You can extend a diminished triad (three note chord) by adding another minor third; which gives you a four note chord called a diminished seventh chord. The diminished seventh chord is notated as Co7 or dim7. Diminished seventh chords are built entirely from minor thirds, so you can move the chord shape up the neck in intervals of a minor third (three frets) and this will be exactly the same notes as the original chord but in a different order. The term "inversion" is used when chords have their notes rearranged.

A half-diminished chord consists of a diminished triad with a major third on top. In other words, a half-diminished chord is a diminished triad with a minor seventh. Diminished chords are full of tension because of the dissonance created by stacking minor third intervals and they are normally resolved to a consonant major or minor chord.

title: Guitar/Chord Types


text:
Lucid Dreaming/Reality Checks/Time

Presentation
With the "time" reality check, you see if clocks work.

Other than checking to see if clocks report a logical time, you can try blinking to change the time. Some have more success with a digital than an analog watch, for some it's the other way around.

Examples of this reality check working

 * I looked at the clock. I looked away, then back again. It had jumped forward five minutes. I did it again, just to make sure. It had jumped forward another five minutes. Alright, time to have fun...
 * I looked at my digital watch, and read the time. I looked away and back again, and the numbers had changed to symbols. I realized I must be dreaming.
 * I woke up from a dream (for real). I looked at my digital alarm clock and noticed that it was 7:10am. Since it was weekend, I didn't feel like getting out of my bed, so I decided to go back to sleep. I fell asleep and I dreamed that I was in my own bedroom. I looked at my alarm clock and noticed the time: 1:30am. I thought: "Wait a minute, just a few minutes ago it was 7:10am, I must be dreaming!"
 * I suspected that I was dreaming, so I looked at my watch. It said 6:58. I looked back a second later, and it said 4:48.
 * I looked at a digital clock and the time showed something impossible like 9:65, then the segments of the display started flashing randomly.

Examples of this reality check failing

 * I looked at the clock, looked away and back again. I couldn't tell if it had changed. My vision was fuzzy, and the digital reading seemed to keep on jumping. I gave up and continued nonlucidly.
 * I was already lucid when this started. My mum (or rather a dream character playing her part) came into my room and told me I wasn't dreaming. I decided I'd better double-check and so used my favourite clock reality check. I looked at the clock and away. I looked back again - and the time hadn't changed. I lost lucidity.
 * During a false awakening, I looked at my alarm clock (in fact, an old one I threw away some years ago), and it showed something like 1:20am, though I was sure I already woke up at 4am that night. I was starting to think I was dreaming, but I wanted to check the time again. However, I couldn't figure it out, as the hour and minute hands of the clock were of the same length. I thought it was pretty inconvenient, but didn't get lucid. Then, as I was staring at the clock, the hands started spinning faster, like an hour in a few seconds. Still, I didn't get lucid, as I was really trying to read the time, and was too focused on this goal.
 * I read a digital clock which said "DU:CK". I asked my dad and he said this must be advertisement from Chinese restaurant. (in fact, there are no Chinese restaurants near my location, and the clock does not have internet connections, so there can't be any advertisements)

Sueño lúcido/Test de Realidad/Tiempo

title: Lucid Dreaming/Reality Checks/Time


text:
User talk:Pablo.cl

 * Thank you for your work on the Spanish textbook, it is greatly appreciated! Welcome to Wikibooks and please let me know if there is anything I can do to make your stay more pleasurable. - Karl Wick

 * Vietnamita
 * I saw the note that you added to the cover for the Vietnamita textbook. Actually, I translated that page by myself (not via a computer, as it says). It probably had many errors, because I'm still a student at Spanish. – Minh Nguy?n 23:15, 23 Apr 2004 (UTC)

 * Oye mi cuate, buenas tardes, como estas, espero que bien, no sabes como migrar una pagina de ingles a espanol? Tengo un poco de tiempo fuera y ahora quisiera hacerlo ... no hay forma mas que copiar todo el codigo y ponerlo en el otro dominio? Me refiero para sacar unas paginas que escribi yo en el espacio en.wikibooks.org y ponerlos en el es.wikibooks.org .. Gracias por tu ayuda, --Karl Wick 00:38, 8 Sep 2004 (UTC)

Spanish wikibook
Check out my new vocabulary page at Spanish/Vocabulary/People. What do you think of structuring the vocabulary pages this way? Cilantrohead (talk) 00:53, 2 March 2008 (UTC)

title: User talk:Pablo.cl


text:
Spanish/Tú-usted

In Spanish, as in many languages, there are two ways of addressing people, one of them familiar and the other formal. In English this is achieved by the use of first names or last names.

Tú is used for people with whom you're familiar. For example, friends and acquaintances would be referred to as tú. So would children, pets, and, usually, all family members.

Usted, which is more formal, is used for people older than you, authority figures, strangers, and people you are meeting for the first time. In parts of Colombia usted is widely used, even among friends.

 * Plural
 * In most of Spain the plural of tú is vosotros and the plural of usted is ustedes.
 * In Andalusia and all of Spanish America, the plural of tú is ustedes, i.e., plural second person doesn't differentiate between familiar and formal form of address.

* Depends a lot on the country

title: Spanish/Tú-usted


text:
Spanish/Vos

Vos is a pronoun that was used when the Spanish soldiers arrived to America. In many places it replaces tú and in some of them is complementary with tú. Its verbal forms are those of vosotros, but with some sounds missing. Example: vosotros coméis produces vos comés (Argentina, Central America), vos comes (Bolivia), vos comís or tú comís (Chile), and vos coméi (Venezuela).

title: Spanish/Vos


text:
Cookbook:Chicken Madras

This is a recipe for a chicken madras. It is a popular curry in the UK.

Ingredients

 * 4 chicken breasts, diced
 * 2 large onions, finely chopped
 * 4 cloves of garlic, minced
 * 1 jar of tomato puree, mixed with an equal volume of water
 * 2 teaspoons of ground cayenne pepper
 * 3 teaspoons of garam masala
 * 1 teaspoon of ground cumin
 * 1 teaspoon of ground turmeric
 * 8 cardamom pods
 * ½ teaspoon of ground ginger
 * ½ teaspoon of ground coriander
 * Juice of ½ lemon

Garnish

 * Fresh chiles
 * 1 pinch of garam masala
 * Freshly-chopped coriander leaves

Procedure

 * 1) Heat a large skillet or saucepan over medium heat, and add a liberal amount of cooking oil. When at temperature add the chopped onions. Cook the onions for a couple of minutes until they start to brown slightly.
 * 2) Add the minced garlic, cayenne pepper, and garam masala. Stir for 2 to 3 minutes.
 * 3) Add the ground cumin, ground turmeric, ground ginger, and ground coriander. Stir in for about 30 seconds.
 * 4) Add the diced chicken. Cook, stirring, until the chicken is cooked through.
 * 5) Add the diluted tomato puree and the seeds from the 8 cardamom pods. Stir, then lower the heat and place a lid on the saucepan.
 * 6) Simmer for 30 minutes stirring occasionally. If the sauce starts to stick to the pan add some water.
 * 7) Remove the lid and squeeze the juice of half a lemon into the pan along with a pinch of salt. Stir and let simmer uncovered for 10 to 15 minutes.
 * 8) Serve with garnishes.

Notes, tips, and variations

 * Other meats can be substituted for the chicken.
 * This dish currently has a heat level of a hot masala. To bring the heat up to about a madras level, add approx ½ teaspoon of chili powder when adding the cayenne pepper.

title: Cookbook:Chicken Madras


text:
Cookbook talk:Chicken Madras

This module was originaly published as the Wikipedia article Chicken Madras. The page history at the time the page was moved is included below:

* (cur) (last). . m 04:06, 21 Apr 2004. . Gentgeen (oops) * (cur) (last). . 04:05, 21 Apr 2004. . Gentgeen (transwiki boilerplate) * (cur) (last). . m 15:00, 19 Apr 2004. . Cyrius (sp) * (cur) (last). . m 16:51, 18 Apr 2004. . SimonArlott * (cur) (last). . 14:01, 18 Apr 2004. . 80.177.216.91   * (cur) (last). . 14:01, 18 Apr 2004. . 80.177.216.91   * (cur) (last). . 13:56, 18 Apr 2004. . Guanaco (msg:delete) * (cur) (last). . m 13:53, 18 Apr 2004. . SimonArlott (fix italics) * (cur) (last). . 13:53, 18 Apr 2004. . SimonArlott (fix heading, add msg:stub) * (cur) (last). . 13:51, 18 Apr 2004. . 80.177.216.91   * (cur) (last). . 13:51, 18 Apr 2004. . 80.177.216.91

title: Cookbook talk:Chicken Madras


text:
GCSE Science/Movement

< Forces

How can we describe the way things move?

Motion has two basic properties, direction and speed.

Objects in our universe travel in three fundamental directions. We usually describe these directions, or axes, using the letters x, y and z. When we are describing motion close to, or with respect to, the Earth's surface we usually align the axes such that the z direction points vertically. Most people will then choose the x axis to point right and the y axis to point forwards (right-handed co-ordinate System). Motion in any other direction is the same as simultaneously moving in any of these three directions.

Speed is how fast an object covers a particular distance per unit of time. The units of distance are most commonly specified in meters or some power of ten multiple of meters (millimeter, kilometer, etc.), but other imperial units, such as inches and miles are sometimes used. Nearly everyone uses seconds, minutes, and hours as the unit of time. In scientific reports, seconds are used exclusively.

Together these two ideas form the notion of velocity, directed motion.

The language we use to describe motion in our universe is the vector, which exists in three dimensions. A vector is similar to an arrow in three dimensional space (i.e. it has a direction associated with it.) You will learn more about this in maths.

title: GCSE Science/Movement


text:
User:JustGenia

Hi! I just discovered this place today. I can't wait to jump in and help out!

title: User:JustGenia


text:
Cookbook talk:Vegan Cuisine

Moved from the module namespace:

Also check out the VeganWiki (in German). If you're interested in cooperating for a multilingual VeganWiki, please get in touch with us.

 * Yes, lets make a multilingual VeganWiki. Set it up, post the link here, and we will grow something amazing together.

end moved text

 * Hmmm... as links seem not to be too welcome here, could you contact us on http://de.veganwiki.org/cgi-bin/wiki.pl/VeganWikiWelcome ??

Thanks nevertheless for giving us room and space to network at least on this discussion site :/ -- Tim

 * Sorry, didn't mean to seem unfriendly, but we're pretty consistent that discussions about pages belong in the Talk: namespace, and this was starting to become a discussion. I'll go back and put an external links section on the module, and include a link to the VeganWiki.  Thanks. Gentgeen 07:47, 22 Apr 2004 (UTC)

 * Thanks :) I now added the Cookbook:VeganCuisine as InterWiki in the German language VeganWiki. Perhaps we could add the VeganWiki to this one as well and translate and interlink recipes... -- DeVeganWiki:Tim

We could set up an English VeganWiki on en.veganwiki.org. Check out http://veganwiki.org/ if you're interested... thanxxxx! Tim

Mshonle -- thanks for the correction re:replacements v. substitutions. Kellen

Policy for denoting vegan recipes
I would like to propose a policy for denoting vegan recipes. When a recipe is normally vegan, as in soy milk, only its name should be listed. When the vegan recipe is a special case of another recipe, as in vegan brownies, the recipe name should be listed, with "vegan" in parentheses. Like so: This is in preference to "vegan recipename," since it will assist in indexing and categorization in the cookbook project as a whole. I think.
 * Soy Milk
 * Brownies (Vegan)

Kellen
 * Sounds good to me. MShonle 20:35, 7 Jan 2005 (UTC)
 * I like it. Gentgeen 15:47, 8 Jan 2005 (UTC)

Most of the recipes I have are normal recipes, to which I add vegan variations. Mostly I do this because the original recipe wasn't vegan and it's farily trivial to interchange the ingredients, but I want to make an explicit note that doing it with vegan products works. With respect to the Cookbook:Recipes listing, how do people think I should denote these: I am undecided on this, but I'm leaning towards the 3rd since it's not a proper vegan recipe. Kellen 01:11, 22 May 2005 (UTC)
 * 1) Cardamom Bread
 * 2) Cardamom Bread (vegan)
 * 3) Cardamom Bread (with vegan variation)

this page should be split
Part of the page is about the special diet. Part of the page is a list of recipes.

This page could be split into Vegan_Recipes and Vegan_Diet. --(anon did not sign)

I very much agree. It's a little long and unruly. --64.231.142.250 03:01, 9 May 2005 (UTC)

I suggest Cookbook:Vegan_Recipes and Cookbook:Vegan_Substitutions for the names. AlbertCahalan 03:25, 9 May 2005 (UTC)

 * Agreed. I'll do it. Kellen 17:40, 17 May 2005 (UTC)

category link problem
I made a few changes, including trying to make a link to Category:Vegan_recipes, since that's where the recipes are. But it wasn't working for some very odd reason -- the links & linked text simply wouldn't show up at all when I saved, and aren't even now -- hence the full URL on the link on the third bullet, for the time being. (I tried other category pages and they wouldn't work either.) Zach 22:28, 17 Apr 2005 (UTC)

 * You make a link to a category like this Category:Category name, which results in this Category:Category name. Gentgeen 22:30, 17 Apr 2005 (UTC)

advertising
G'day all,

I removed a bunch of links to specific forms of vegan cheese and milk. I really think if we are going to mention specfic brands then we should do it in a table sinilar to the ones on wikipedia comparing different software and the like. We HAVE to stay NPOV, so we cant go around advertising this or that brand.

It is open to manipulation by companies, and it is also not international, since most of the linked brands are only avaliable in one or two countries. The bellman 13:02, 25 Apr 2005 (UTC)
 * (duplicate of what I put on your talk page:) I added most of those companies (some while not logged in) for the express purpose of people being able to find vegan products. These could perhaps be split off to another page, but I think it's unreasonable to eliminate them. Vegan substitute products are difficult to find and it's even more difficult to find good ones. I am curious about your thoughts on this. Kellen 17:07, 17 May 2005 (UTC)
 * expanding on this: I think that having links to specific products (especially "basic" ones) is important with respect to veganism. Many of these basic things are prohibitively difficult, specialized, or time consuming to prepare (vegan cheese, for example) and it's unreasonable to just note that they exist without providing possibilities for people to find them (vegan substitutes like this are notoriously hard to get a hold of). I do agree that these are country specific, even region-specific, but I don't think there's a solution for this except maybe to denote that they are indeed region specific.
 * With respect to NPOV, I think that the difficulty in finding certain replacements trumps the "neutrality" of a non-mention. I'd like to see this software comparison table you're referring to, as this could satisfy both of our desires here. Kellen 17:16, 17 May 2005 (UTC)

Interwiki Link
Hi there, the link to german wikibooks is a almost dead end- it should go straight to https://de.wikibooks.org/wiki/Kochbuch/_Vegetarische_und_Vegane_Ern%C3%A4hrung - would someone fix that, please?

kind regards, Sujalajus (discuss • contribs) 19:05, 27 October 2013 (UTC)

Crudevegan, Multicooker and WikiProject
BoldLuis (discuss • contribs) 08:26, 18 May 2020 (UTC)
 * Crudevegan recipes are a type within vegan cuisine: raw veganism.
 * Also interesting the multicooker recipes. For example, Multicooker Beet Risotto...
 * Any WikiProject about Veganism in Cookbook, where people can add to the list?.

title: Cookbook talk:Vegan Cuisine


text:
Cookbook:Rice and Turnip Minestrone

| Cuisine of Italy | Soups

Ingredients

 * 3 turnips, sliced
 * Salt
 * Butter
 * ¼ cup gravy
 * 8 ounces crushed tomatoes
 * 4 cups chicken, beef, or vegetable stock, brought to a boil
 * ⅓ cup white rice, washed

Procedure

 * 1) Arrange the turnip slices on a rack over a cookie sheet. Sprinkle with salt, cover them with a dish, and let them stand for about 2 hours until the water has run out of them.
 * 2) Put the slices in a frying pan, and fry them slightly in butter until softened.
 * 3) Add the gravy and tomatoes. Cook for a few minutes, then pour it into the boiling stock.
 * 4) Boil for 30 minutes. Serve hot.

Notes, tips, and variations

 * Minestra loses its flavour if it is boiled too long. In Lombardy, however, rice, macaroni, etc., are rarely boiled enough for English tastes.

title: Cookbook:Rice and Turnip Minestrone


text:
Cookbook talk:Rice and Turnip Minestrone

page history from Minestrone of rice and turnip:

* (cur) (last). . m 22:16, 9 Aug 2003. . Big Bob the Finder (Update of "ancient" entries) * (cur) (last). . m 08:51, 25 Feb 2002. . Conversion script (Automated conversion)


text:
Latin/Lesson 4-Exercises

Write out the subjunctive of laudo in the present tense, both active and passive.

Write out the subjunctive of laudo in the imperfect tense, both active and passive.

Write out the subjunctive of laudo in the perfect tense, both active and passive.

Write out the subjunctive of laudo in the future tense, both active and passive.

title: Latin/Lesson 4-Exercises


text: Talk:Scouting/BSA/Orienteering Merit Badge


text:
Scouting/BSA/Environmental Science Merit Badge

Environmental Science is a required badge to qualify for Eagle Scout.

Requirement 1
Make a timeline of the history of environmental science in America. Identify the contribution made by the Boy Scouts of America to environmental science. Include dates, names of people or organizations, and important events. 1500s 1600s 1700s 1800s 1900s 2000s
 * American Indians used forest and other environmental resources
 * tribes sometimes overused forested areas
 * first European settlers arrived in America
 * Plymouth Colony passed a law to control the cutting of timber
 * people in Newport, Rhode Island restricted deer hunting
 * William Penn decreed that 1 acre most be left forested for every 5 acres cleared
 * artists painted nature
 * naturalist Henry David Thoreau wrote about the need to preserve unique environments
 * many groups supporting environmental protection established
 * national parks were founded
 * National Park Service established
 * Multi-Use Sustained-Yield Act
 * Bureau of Land Management
 * Fish and Wildlife Service
 * Natural Resources Conservation Service
 * Public Awareness led to the designation of April 22 as Earth Day
 * U.S. Environmental Protection Agency (EPA)
 * Council on Environmental Quality
 * many state and local environmental agencies

Requirement 2
Define the following terms and describe the relationships among them: population, community, ecosystem, biosphere, symbiosis, niche, habitat, conservation, threatened species, endangered species, extinction, pollution prevention, brownfield, ozone, watershed, airshed, nonpoint source, hybrid vehicle, fuel cell.

 * A population is the collection of people, or organisms of a particular species, living in a geographic area.
 * A community is a social group of organisms sharing an environment, normally with shared interests.
 * An ecosystem is a community of organisms (plant, animal and other living organisms - also referred as biocenose) together with their environment (or biotope), functioning as a unit.
 * The biosphere is part of a planet's terrestrial system— including air, land and water— in which life develops, and processes in turn transforms.
 * Symbiosis is an interaction between two organisms living together in more or less intimate association or even the merging of two dissimilar organisms.
 * A niche is the position of an organism or group of organisms within an ecosystem or the conditions making a habitat.
 * A habitat is the place where a particular organism usually lives or grows.
 * Conservation is an ethic of resource use, allocation, exploitation, and protection. Its primary focus is upon maintaining the health of the natural world: its forests, fisheries, habitats, and biological diversity. Secondary focus is on materials conservation and energy conservation, which are seen as important to protect the natural world.
 * Threatened species is an animal or plant species under a serious, but perhaps not imminent, threat of extinction.
 * An endangered species is a species whose population is so small that it is in danger of becoming extinct.
 * Extinction is the disappearance of a species or group of species.
 * Pollution prevention is an activity that reduces the amount of pollution generated by a process, whether it is consumer consumption, driving, or industrial production.
 * Brownfields are properties with real or perceived environmental contamination that cause a barrier to redevelopment.
 * Ozone is an allotrope of oxygen that is much less stable than the diatomic O2. Ground-level ozone is an air pollutant with harmful effects on the respiratory systems of animals. The ozone layer in the upper atmosphere filters potentially damaging ultraviolet light from reaching the Earth's surface.
 * watershed the region drained into a river, river system or other body of water.
 * An airshed is a part of the atmosphere that behaves in a coherent way with respect to the dispersion of emissions.
 * nonpoint source pollutants that enter our water system from runoff that cannot be traced to a single identifiable point or source.
 * A hybrid vehicle is a vehicle that uses two or more distinct power sources to move the vehicle.
 * A fuel cell is an electrochemical conversion device. It produces electricity from fuel (on the anode side) and an oxidant (on the cathode side), which react in the presence of an electrolyte.

Requirement 3
Do ONE activity in EACH of the following categories (using the activities in this {the merit badge} pamphlet as the basis for planning and carrying out your projects):

A. Ecology

 * 1) Conduct an experiment to find out how living things respond to changes in their environments. Discuss your observations with your counselor.
 * 2) Conduct an experiment illustrating the greenhouse effect. Keep a journal of your data and observations. Discuss your conclusions with your counselor.
 * 3) Discuss what is an ecosystem. Tell how it is maintained in nature and how it survives.

B. Air Pollution

 * 1) Perform an experiment to test for particulates that contribute to air pollution. Discuss your findings with your counselor.
 * 2) Record the trips taken, mileage, and fuel consumption of a family car for seven days, and calculate how many miles per gallon the car gets. Determine whether any trips could have been combined ("chained") rather than taken out and back. Using the idea of trip chaining, determine how many miles and gallons of gas could have been saved in those seven days.
 * 3) Explain what is acid rain. In your explanation, tell how it affects plants and the environment and the steps society can take to help reduce its effects.

C. Water Pollution

 * 1) Conduct an experiment to show how living things react to thermal pollution. Discuss your observations with your counselor.
 * 2) Conduct an experiment to identify the methods that could be used to mediate (reduce) the effects of an oil spill on waterfowl. Discuss your results with your counselor.
 * 3) Describe the impact of a waterborne pollutant on an aquatic community. Write a 100-word report on how that pollutant affected aquatic fife and what the effect was.

D. Land Pollution

 * 1) Conduct an experiment to illustrate soil erosion by water. Take photographs or make a drawing of the soil before and after your experiment, and make a poster showing your results. Present your poster to your patrol or troop.
 * 2) Perform an experiment to determine the effect of an oil spill on land. Discuss your conclusions with your counselor.
 * 3) Photograph an area affected by erosion. Share your photographs with your counselor and discuss why the area has eroded and what might be done to help alleviate the erosion.

E. Endangered Species

 * 1) Do research on one endangered species found in your state. Find out what its natural habitat is, why it is endangered, what is being done to preserve it, and how many individual organisms are left in the wild. Prepare a 100-word report about the organism, including a drawing. Present your report to your patrol or troop.
 * 2) Do research on one species that was endangered or threatened but which has now recovered. Find out how the organism recovered, and what its new status is. Write a 100-word report on the species and discuss it with your counselor.
 * 3) With your parent's and counselor's approval, work with a natural resource professional to identify two projects that have been approved to improve the habitat for a threatened or endangered species in your area. Visit the site of one of these projects and report on what you saw.

F. Pollution Prevention, Resource Recovery, and Conservation

 * 1) Look around your home and determine 10 ways your family can help reduce pollution. Practice at least two of these methods for seven days and discuss with your counselor what you have learned.
 * 2) Determine 10 ways to conserve resources or use resources more efficiently in your home, at school, or at camp. Practice at least two of these methods for seven days and discuss with your counselor what you have learned.
 * 3) Perform an experiment on packaging materials to find out which ones are biodegradable. Discuss your conclusions with your counselor.
 * 4) Any of the experiments can be found near the end of the merit badge pamphlet which can be found at your local scout store for $4.49

Requirement 4
'''Choose TWO outdoor study areas that are very different from one another (e.g., hilltop vs. bottom of a hill; field vs. forest; swamp vs. dry land). For BOTH study areas, do ONE of the following:'''

A. Mark off a plot of 4 square yards in each study area, and count the number of species found there. Estimate how much space is occupied by each plant species and the type and number of non-plant species you find. Write a report that adequately discusses the biodiversity and population density of these study areas. Discuss your report with your counselor.

B. Make at least three visits to each of the two study areas (for a total of six visits), staying for at least 20 minutes each time, to observe the living and nonliving parts of the ecosystem. Space each visit far enough apart that there are readily apparent differences in the observations. Keep a journal that includes the differences you observe. Then, write a short report that adequately addresses your observations, including how the differences of the study areas might relate to the differences noted, and discuss this with your counselor.

Requirement 5
Using the construction project provided or a plan you create on your own, identify the items that would need to be included in an environmental impact statement for the project planned.

Requirement 6
Find out about three career opportunities in environmental science. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.


text: Talk:Scouting/BSA/Environmental Science Merit Badge


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Scouting/BSA/Citizenship in the Nation Merit Badge

Requirement 1
"Explain what citizenship in the nation means and what it takes to be a good citizen of this country. Discuss the rights, duties, and obligations of a responsible and active American citizen."

Citizenship by definition is granted by a nation-state to a person born in it or given the rights by its government after immigrating there. One can also apply for citizenship by that nation's laws, by legal marriage to one of its citizens or any other combination of requirements of that state, for example after living for sometime there and having a permanent residence. International law and treaties may also apply, for example if one is born while the mother is located within the legal boundaries of a nation it would generally result in the baby having dual nationality/citizenship.

Being a good citizen should mean being of value and compliant in the eyes of the state. While the notion of citizenship makes only sense in the context of statehood, that is, the legal constructions that are limited by a territory, a nation, the classification of good or bad tends only to relate, in its most basic form, to how a person obeys the laws of the land as set by its government body and enforced by law officials and the courts. Noting that since states tend to last longer than its governance, someone that is labeled a bad citizen today may receive accolades for that criticized behavior in future circles of governance, and vice versa.

A good citizen also requires one to be an attentive, informed, and participative citizen by engaging in economic-political-social activities for the betterment of the state. As such knowing the national issues and problems by following news broadcast and press is of extreme importance, but remaining aware that control of the media is the control of the discourse, even your own, so, one should seek as many divergent and independent viewpoints as possible.

Rights
Citizens' rights include:
 * Right to vote (a right given by a combination of state specific laws and the 15th, 19th, 26th amendments of the US Constitution)
 * Right to a fair and speedy trial
 * Freedom of religion
 * Freedom of speech
 * Freedom of the Press
 * Freedom of Assembly
 * Freedom to vote
 * Right to National Security
 * Right to Keep and Bear Arms
 * Privilege of traveling freely
 * Eligible to work in all areas.

Duties
Duty is the sense of morality that guides the individual to perform a particular task or activity. According to the US Citizenship and Immigration Services, which is a program within the US Department of Homeland Security, responsibilities of an active American citizen include:
 * Respect and obey federal, state, and local laws.
 * Pay income and other taxes honestly, and on time, to federal, state, and local authorities.
 * in the US: Serve on a jury when called upon (other countries might not have this).
 * Selective Services - Defend the country if the need should arise.
 * Attend school until age 18 in the US.
 * Participate in your local community.

Obligations
Obligation can be understood as something that is imposed on an individual due to some framework such as legality.
 * Support and defend the Constitution.
 * Stay informed of the issues affecting your community.
 * Participate in the democratic process.
 * Respect the rights, beliefs, and opinions of others.
 * Follow local, state and federal laws.

Requirement 2
Do TWO of the following:

 * (a) Visit a place that is listed as a National Historic Landmark or that is on the National Register of Historic Places. Tell your counselor what you learned about the landmark or site and what you found interesting about it.
 * (b) Tour your state capitol building or the U.S. Capitol. Tell your counselor what you learned about the capitol, its function, and the history of the USA.
 * (c) Tour a federal facility. Explain to your counselor what you saw there and what you learned about its function in the local community and how it serves this nation.
 * A tour of a local U.S. Post Office counts.
 * (d) Choose a national monument that interests you. Using books, brochures, the Internet (with your parent's permission), and other resources, find out more about the monument. Tell your counselor what you learned, and explain why the monument is important to this country's citizens.

Requirement 3
Watch the national evening news five days in a row OR read the front page of a major daily newspaper five days in a row.

What world issues did you learn about?

Choose one and explain how it affects you and your family.

Requirement 4
'''Discuss each of the following documents with your counselor. Tell how you feel life in the United States might be different without each one.'''

(a) Declaration of Independence
The Declaration of Independence was the newly established government's written document that asserted freedom from the rule of the English King, going as far as establishing the right of the people in overthrowing all tyranny and setting rules on how to preserve individual freedoms. The Declaration of Independence is the document that legally establishes the United States as an independent nation and is at the core of all future legislations created by the U.S. government.

(b) Preamble to the Constitution
The Preamble was the "table of contents" for the Constitution. It outlined the most important aspects of the document, and explained the reasoning for having a constitution. It's important because it helps people to better understand the Constitution and why we have it.

(c) The Constitution
The Constitution enshrines the philosophy and reasoning behind the establishment of the U.S. republic, and talks about the different rights and freedoms all citizens must be given and defended. It is essentially an instruction manual. The Constitution is important because it establishes the basis of the country's social, legal and political structures.

(d) Bill of Rights
The Bill of Rights includes the first 10 amendments to the constitution. These are the basic rights of citizens of the United States. Life in the U.S. could be constricted and more federally controlled without one. These basic rights are vital for a truly free country. These rights are often referred to simply by their order in the Bill of Rights, such as "First Amendment rights "or" pleading the Fifth" in legal cases. Most of these amendments help define how criminal courts and investigations are conducted. In brief, these amendments are:
 * 1. It provides freedom of religion, speech, press, and assembly, plus the right to petition the government on laws that are unfair.
 * 2. Guarantees the right to keep and bear firearms and to form a militia.
 * 3. It provides freedom from forced housing of soldiers in homes.
 * 4. Provides freedom from warrantless search and seizure and promotes the general welfare.
 * 5. It provides freedom from double jeopardy, self-incrimination, and uncompensated property seizures, and a guarantee of a fair trial by jury.
 * 6. The right to a lawyer and a speedy trial.
 * 7. Guarantees the right to a jury trial in civil cases and prevents courts from overturning a previous jury's findings of fact.
 * 8. It provides freedom from excessive court bail, fines and "cruel and unusual punishments."
 * 9. Provides that other rights may exist in addition to those defined in the Constitution.
 * 10. Provides that those powers not defined in the Constitution may be defined by the states or the people.

(e) Amendments to the Constitution
There are currently a total of 27 amendments to the Constitution, the first 10 being the Bill of Rights. The other amendments are:
 * 11. Secures the right to sue a state.
 * 12. Defines the election of President and Vice President and the fallback system if one should die in office.
 * 13. Abolishes slavery.
 * 14. Makes any person born within the U.S. an automatic Citizen.
 * 15. Specifically dictates that all races have full voting rights.
 * 16. Allows Congress to tax an individual's income.
 * 17. Makes Senators an elected position.
 * 18. Bans alcohol, beginning the era of Prohibition, beginning in 1919.
 * 19. Gives women the right to vote, beginning in 1920.
 * 20. Modifies when terms start/end, sets the presidential line of succession.
 * 21. Makes the 18th amendment inactive in 1933, thereby un-banning alcohol, and ending Prohibition.
 * 22. States that no one can be elected President more than 2 terms, or 8 years total.
 * 23. Gives Washington DC the same number of electoral college votes as any state with the same population.
 * 24. Bans fees to vote.
 * 25. Reinforces the replacement system for the President and Vice President.
 * 26. Sets the voting age to 18.
 * 27. Deals with the payment of members of the House of Representatives and Senate. Any pay increases cannot begin until after the new Congressional class, by the national vote, takes office.

Requirement 5
'''List the six functions of government as noted in the preamble to the United States Constitution. Discuss with your counselor how these functions affect your family and local community.'''

 * 1) Form a more perfect Union... States working together
 * 2) Establish Justice... Make and enforce laws
 * 3) Ensure Domestic Tranquility... Peace in our country
 * 4) Provide for the Common Defense... Keep country safe from an attack
 * 5) Promote the General Welfare... Contribute and promote happiness
 * 6) Secure the Blessings of Liberty to Ourselves and our Posterity... Make sure we stay free and keep our rights today

Requirement 6
With your counselor's approval, choose a speech of national historic importance.

Find out about the author, and tell your counselor about the person who gave the speech.

Example:

Speech: President Lincoln's Gettysburg Address

About the Author: Abraham Lincoln, the 16th President of the United States. He was also the Commander in Chief of the Union Army during the Civil war.

Importance at the time: In 1863, Gettysburg, Pennsylvania was the site of one of the bloodiest and most important battles during the Civil War. Over 51,000 causalities had been suffered on both sides. Four months later President Lincoln gave this speech to dedicate a cemetery on this battlefield site. Lincoln reminded everyone what we were fighting for - "one nation under God". Not a separated nation. He also claimed that the nation built by our fore fathers "shall not perish from the earth". In other words, he would not allow the country to be destroyed.

How it applies today:

Choose a sentence or two from the speech that has significant meaning to you, and tell your counselor why.

Requirement 7
'''Name the three branches of our federal government and explain to your counselor their functions. Explain how citizens are involved in each branch. For each branch of government, explain the importance of the system of checks and balances.'''

The three branches are...

 * 1) The Executive Branch
 * 2) Function: applies the laws
 * 3) Citizen Involvement: Citizens can suggest laws and bills that the Legislative Branch can vote to put into action, as well as petition the government to put a vote to the floor of Congress without any members approval. This is how citizens can participate in the government.
 * 4) Importance of Checks & Balances: A president can veto laws that Congress votes for, but if Congress can get two thirds of the states to vote yes for the bill, then that surpasses the veto.
 * 5) The Legislative Branch
 * 6) Function: makes the laws
 * 7) Citizen Involvement: Citizens have the right to vote on who takes up office in the Legislative Branch, and through the electoral college in the Executive Branch.
 * 8) Importance of Checks & Balances: If the Judicial Branch finds a law unconstitutional, then they can make the law null and void, cancelling the entire law.
 * 9) The Judicial Branch
 * 10) Function: interprets the laws
 * 11) Citizen Involvement: Citizens do not elect members of the Judicial Branch.
 * 12) Importance of Checks & Balances: The Judicial Branch is nominated by the Executive and approved by the Legislative Branch. With checks and balances, one branch can check another to keep power balanced.

Requirement 8
'''Name your two senators and the member of Congress from your congressional district. Write a letter about a national issue and send it to one of these elected officials, sharing your view with him or her. Show your letter and any response you receive to your counselor.'''

To find and contact your two Senators: http://www.senate.gov/general/contact_information/senators_cfm.cfm

To find and contact your Congress person: http://www.house.gov/representatives/#state_al


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Talk:Scouting/BSA/Citizenship in the Nation Merit Badge

Citizenship In The Nation?
The requirements posted here are not a word for word copy of the actual requirements. Anyone using this site as more than a reference is going to miss some important items. See the merit badge pamphlet for the actual requirements. The Wiki on MeritBadge.org is much more up to date.

What is actually considered a Federal Installation? Please name some of the places the can be used in earning this merit badge.

I wish all the pages were this complete. As a new counselor, this page was a great help.

NOTE: The requirement is to TOUR a federal "institution" not "installation". A building owned by the federal government in which federal business is transacted. The Post office would qualify, as would any other federal institution. So stopping by the Post Office to mail an envelope doesn't count. If you do not get an actual tour, then this doesn't qualify.


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Scouting/BSA/Citizenship in the Community Merit Badge

NOTE: The Citizenship In The Community Merit Badge requirements were revised in 2016.

Requirement 1

 *  Discuss with your counselor what citizenship in the community means and what it takes to be a good citizen in your community. Discuss the rights, duties, and obligations of citizenship, and explain how you can demonstrate good citizenship in your community, Scouting unit, place of worship, or school.

What citizenship in the community means? You live in a city, town, or rural area where you participate in activities that are going on, attend school, and associate with other citizens of the same area.

What does it take to be a good citizen in your community? Follow the Scout Law and Oath. Find ways to help out in the community, like Chain Reaction Days, Food Drives.

What are the rights, duties, and obligations of citizenship? You have the right to attend school, to be able to vote in elections when you are 18, and to be safe. You have the duty to follow the Scout Law and Oath and do your part to keep the community safe. You have an obligation to keep to the laws and to assist where you are needed.

Explain how you can demonstrate good citizenship in your community, Scouting unit, place of worship, or school: Be a law-abiding citizen in the community, with scouts, at school, and in church, and always strive to improve the community with a happy attitude.

Requirement 2

 * Do the following:
 * A) On a map of your community, locate and point out the following:
 * 1) Chief government buildings such as your city hall, county courthouse, and public works/services facility
 * 2) Fire station, police station, and hospital nearest your home
 * 3) Parks, playgrounds, recreation areas, and trails
 * 4) Historical or other interesting points of interest

 * B) Chart the organization of your local or state government. Show the top offices and tell which are elected or appointed.

Requirement 3

 * Do the following:
 * A) Attend a city or town council or school board meeting, or a municipal; county, or state court session.
 * B) Choose one of the issues discussed at the meeting where a difference of opinions was expressed, and explain to your counselor why you agree with one opinion more than you do another one.

Requirement 4

 * Choose an issue that is important to the citizens of your community; then do the following:
 * A) Find out which branch of local government is responsible for this issue.
 * B) With your counselor’s and parent’s approval, interview one person from the branch of government you identified in requirement 4a. Ask what is being done about this issue and how young people can help.
 * C) Share what you have learned with your counselor.

Requirement 5

 * 5) With the approval of your counselor and a parent, watch a movie that shows how the actions of one individual or group of individuals can have a positive effect on a community. Discuss with your counselor what you learned from the movie about what it means to be a valuable and concerned member of the community.

A valuable and concerned member of the community- That you have your communities best interests at heart and that you bring these interests or problems to other valuable and concerned members of your community in a group or city council meeting

Requirement 6

 * 6) List some of the services (such as the library, recreation center, public transportation, and public safety, city government, parks, national parks, shelters, police station, courts, state parks) your community provides that are funded by taxpayers. Tell your counselor why these services are important to your community.

A lot of these services are important because they help people grow and enjoy themselves. In return, the people help the community which makes these services vital to the success of your community.

Requirement 7

 * 7) Do the following:
 * A) Identify three charitable organizations outside of Scouting that interest you and bring people in your community together to work for the good of your community.
 * B) Pick ONE of the organizations you chose for requirement 7a. Using a variety of resources (including newspapers, fliers and other literature, the Internet, volunteers, and employees of the organization), find out more about this organization.
 * C) With your counselor's and your parent's approval, contact the organization you chose for requirement 7b and find out what young people can do to help. While working on this merit badge, volunteer at least eight hours of your time for the organization. After your volunteer experience is over, discuss what you have learned with your counselor.

Your troop should have service hours readily available most of the time. Ask your scoutmaster if he has somewhere where you can volunteer to fulfill this requirement. Once you have completed this, answer the questions about it for the requirement.

Requirement 8

 * 8) Develop a public presentation (such as a video, slide show, speech, digital presentation, or photo exhibit) about important and unique aspects of your community. Include information about the history, cultures, and ethnic groups of your community; its best features and popular places where people gather; and the challenges it faces.  Stage your presentation in front of your merit badge counselor or a group, such as your patrol or a class at school.


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Talk:Scouting/BSA/Citizenship in the Community Merit Badge

history

Livingston, township, Essex County, northeastern New Jersey, on the Passaic River, a residential suburb of Newark; incorporated 1813. The community supports many cultural activities, including a symphony orchestra and an arts council. The township was chiefly a rural area of dairy farms until World War II. It is named for William Livingston, governor of New Jersey from 1776 to 1790. Population 28,040 (1980); 26,609 (1990); 26,609 (1996 estimate).

the volenteir fire department. it is a group of people that volenteir there time to help seve the town in case the is a fire. the police. they stop crimalels. garbadge pick up, parks,

places of enployment
the livingston mall, st barnabis,the town its self, post office,

call 911 tell the oporator, were are you and what happened, stay were you are.

Livingston CDP, New Jersey Statistics and Demographics (US Census 2000) Number Percent Livingston Population: 27391 100.00% Sex and Age Male 13322 48.64% Female 14069 51.36% Under 5 years 1917 7% 5 to 9 years 2051 7.49% 10 to 14 years 2097 7.66% 15 to 19 years 1654 6.04% 20 to 24 years 827 3.02% 25 to 34 years 2531 9.24% 35 to 44 years 4752 17.35% 45 to 54 years 4434 16.19% 55 to 59 years 1622 5.92% 60 to 64 years 1285 4.69% 65 to 74 years 2313 8.44% 75 to 84 years 1488 5.43% 85 years and over 420 1.53% Median age (years) 40.6 18 years and over 20107 73.41% Male 9542 34.84% Female 10565 38.57% 21 years and over 19495 71.17% 62 years and over 4991 18.22% 65 years and over 4221 15.41% Male 1875 6.85% Female 2346 8.56% Race One race 27154 99.13% White 22637 82.64% Black or African American 328 1.2% American Indian and Alaska Native 14 0.05% Asian 3982 14.54% Asian indian 734 2.68% Chinese 1885 6.88% Filipino 482 1.76% Japanese 26 0.09% Korean 685 2.5% Vietnamese 51 0.19% Other Asian 119 0.43% Native Hawaiian and Other Pacific Islander 3 0.01% Native Hawaiian 2 0.01% Guamanian or Chamorro 1 0% Samoan 0 0% Other Pacific Islander 0 0% Some other race 190 0.69% Two or more races 237 3.0 % Hispanic or Latino and race Total Population 27391 100.00% Hispanic or Latino(of any race) 695 2.54% Mexican 39 0.14% Puerto Rican 128 0.47% Cuban 88 0.32% Other Hispanic or Latino 440 1.61% Not Hispanic or Latino 26696 97.46% White alone 22150 80.87% Relationship Total Population 27391 100.00% In households 27264 99.54% Householder 9300 33.95% Spouse 7067 25.8% Child 9353 34.15% Own child under 18 years 7068 25.8% Other relatives 1105 4.03% Under 18 years 190 0.69% Nonrelatives 439 1.6% Unmarried partner 119 0.43% In group quarters 127 0.46% Institutionalized population 99 0.36% Non-Institutionalized population 28 0.1% Households by Type Total Households 9300 100.0 % Family households (families) 7936 85.33% With own children under 18 years 3885 41.77% Married-couple family 7067 75.99% With own children under 18 years 3578 38.47% Female householder, no husband present 655 7.04% With own children under 18 years 243 2.61% Non Family households 1364 14.67% Householder living alone 1207 12.98% Householder 65 years and over 783 8.42% Households with individuals under 18 years 4003 43.04% Households with individuals 65 years and over 2911 31.3% Average Household size 2.93 Average family size 3.21 Housing Occupancy Total housing units 9457 100.00% Occupied housing units 9300 98.34% Vacant housing units 157 1.66% For seasonal, recreational, or occasional use 28 0.3% Homeowner vacancy rate (percent) 0.5 Rental vacancy rate (percent) 1.6 Housing Tenure Occupied housing units 9300 100.00% Owner-occupied housing units. 8696 93.51% Renter-occupied housing units. 604 6.49% Average household size of owner-occupied units 2.97 Average household size of renter-occupied units 2.41