text:
Scouting/BSA/Soil and Water Conservation Merit Badge

Requirement 1

 * Tell what soil is. Tell how it is formed.

Soil is a combination of rock, sand, clay, minerals, organic material, air, moisture, organisms, crystals, plant roots, decayed leaves & other materials. As bits of crumbled material & moisture collect on a rock, simple plants begin to grow. After some time, water, decaying plants, and more minerals collect
 * Describe three kinds of soil. Tell how they are different.

Sand - Coarse and gritty and you can just barely see individual particles. Silt - Feels smooth like flour. You cannot see the individual particles without using a strong magnifying glass. Clay - Fine granules bond together.
 * Describe the three main plant nutrients in fertile soil. Tell how they can be put back when used up.

Nitrogen (N)- Main nutrient that contributes to the growth of the above ground plant. Makes grass greener. Returned to soil by: Mowing grass & leaving clippings in lawn. Phosphorus (P) - Helps plants germinate. Also helps plants absorb nutrients to produce more. Provides overall plant health and disease resistance. Returned to soil by: Decomposed plants back into the soil. Potassium (K): Mainly for strong roots. Returned to soil by: Decomposed plants back into the soil.

Requirement 2

 * Define soil erosion.

Erosion is the displacement of solids (soil, mud, rock, and other particles) by the agents of wind, water, ice, movement in response to gravity, or living organisms.
 * Tell why it is important. Tell how it affects you.

It's important because it helps prevent soil from being eroded and becoming chemically altered by overuse. Soil Conservation helps keep the environment in good working order, which helps provide clean air, food, shelter, clothing and living space which we all need and use.
 * Name three kinds of soil erosion. Describe each.

Water Erosion: Beating rain & moving water loosen up & carry soil particles, organic material and plant nutrients to a new location. Wind Erosion: A problem in windy areas when the soil is not protected by residue cover. Geologic: In dry regions where there is little vegetation and infrequent but intense rains that carves hills and scour valleys.
 * Take pictures or draw two kinds of soil erosion.

Requirement 3

 * Tell what is meant by conservation practices.

Is any specific action or process to care for natural resources, so they are protected from damage and improved for certain uses.
 * Describe the effect of three kinds of erosion-control practices.

Terraces: Are structural practices that can reduce erosion by holding back the water and routing it along a channel at a lower velocity to where it can be safely discharged, usually into a grassed waterway. Cover Crops: Crops such as rye that grow in late fall and provide soil cover during winter. By providing a cover to the soil, winter soil erosion from both air and water can be greatly reduced. Strip - Cropping: Is the practice of planting along the slope instead of up and down slopes, and planting strips of grass between row crops.
 * Take pictures or draw three kinds of erosion-control practices.

Requirement 4

 * Explain what a watershed is.

It's the area of land that catches rain and snow and drains or seeps into a marsh, stream, river, lake or groundwater.
 * Outline the smallest watershed that you can find on a contour map.
 * Then outline on your map, as far as possible, the next larger watershed which also has the smallest in it.
 * Explain what a river basin is. Tell why all people living in it should be concerned about land and water use in it.

An area of land drained by a river and all its large and small tributaries. All river basins are large watersheds. The way that land and water are used and managed affects the quality and quantity of water people in cities downstream will have.

Requirement 5

 * Make a drawing to show the water cycle.
 * Show by demonstration at least two of the following actions of water in relation to soil: percolation, capillary action, precipitation, evaporation, transpiration.
 * Explain how removal of vegetation will affect the way water runs off a watershed.

It will make the water run off faster, because nothing is holding it back.
 * Tell how uses of forest, range, and farm land affect usable water supply.

It helps slow down the run-off into the watershed and prevents flooding in other areas.
 * Explain how industrial use affects water supply.

It can cause water pollution by dumping chemicals into the rivers and also the ground which gets into our well water.

Requirement 6

 * Tell what is meant by water pollution.

The contamination of water by foreign matter. It impacts our oceans, our surface water, and our underground water. Pollution comes in many forms--some conventional and others toxic.
 * Describe common sources of water pollution and explain the effects.

Sources of water pollution are people, factories, septic tanks, road salt, fertilizer. The effects of water pollution are weed Infested lakes, dead fish, sick birds.
 * Tell what is meant by "primary water treatment," "secondary waste treatment," and "biochemical oxygen demand."

Primary water treatment: Allows the un-dissolved solids in raw sewage to settle out of suspension forming sludge. This only removes 1/3 of the BOD (Biochemical Oxygen Demand) and none of the dissolved minerals. Secondary waste treatment: The effluent from the primary water treatment is brought in contact with oxygen and aerobic microorganisms. They break down much of the organic matter to harmless substances such as carbon dioxide. After chlorination to remove its content of bacteria, the effluent from the secondary treatment is returned to the local surface water. Biochemical oxygen demand: The BOD is a measure of the amount of oxygen needed (in milligrams per liter or parts per million) by bacteria and other microorganisms to oxidize the organic matter present in a water sample over a period of 5 days.
 * Make a drawing showing the principles of a complete waste treatment.

Requirement 7

 * Do TWO of the following:
 * Take a trip to two of the following places. Write a report of more than 500 words about the soil and water and energy conservation practices you saw.
 * An agricultural experiment.
 * A managed forest or woodlot, range, or pasture.
 * A wildlife refuge or a fish or game management area.
 * A conservation-managed farm or ranch.
 * A managed watershed.
 * A waste-treatment plant.
 * A public drinking water treatment plant.
 * Industry water use installation.
 * Desalinization plant.
 * Plant 100 trees, bushes and/or vines for a good purpose. too hard
 * Seed an area of at least 1/5 acre for some worthwhile conservation purpose, using suitable grasses or legumes alone or in a mixture.
 * Study a soil survey report. Describe the thing in it. On tracing paper over any of the soil maps, outline an area with three or more different kinds of soil. List each kind of soil by full name and map symbol. easiest
 * Make a list of places in your neighborhood, camps, school ground, or park having erosion, sedimentation, or pollution problems. Describe how these could be corrected through individual or group action.
 * Carry out any other soil and water conservation project approved in advance.


text: Talk:Scouting/BSA/Soil and Water Conservation Merit Badge

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


text:
GCSE Science/Coursework marking system

[This page is of historical use only now, as the GCSE Science has changed - it no longer uses the POAE criteria.]

Each piece of coursework is split into four strands, of which three (Planning, Obtaining and Analysing) are worth 8 marks, and one (Evaluation) is worth 6 marks. In the event of a school prescribing more than one piece of coursework for a subject, the overall coursework mark will the be the sum of the highest marks in each strand. For example, if one obtained the marks 8 7 6 5 and 7 4 7 3, the overall mark would be 8 7 7 5, giving a total of 27 marks.

The coursework marking is the same for all the subjects – even if you are doing Dual Award science, you will still have to do at least three pieces of coursework.

As with all coursework, you will be required to fill in a sheet stating what help you received. The information in this section is merely a description of the marking scheme, and as such does not need to be included. However, if you use any of the rest of this book, you will need to acknowledge it as you would do with other textbook (see How do I cite a Wikibooks module in a paper).

N.B. The information describes the AQA coursework system. Although it is likely to be the same for other exam boards, check if you will be taking an exam from another exam board. Specifically, AQA's marking scheme is hierarchical – the lower marks need to be obtained before the higher ones are. This may not apply to other boards. The mark descriptions are taken verbatim from the AQA documents, and their use is contended to be fair use.

Planning (P)
You will have to perform a preliminary and produce a plan before you carry out the actual investigation. The plan is expected to use the results of the preliminary to suggest a possible experiment that can be carried out. This will typically involve a recommendation of which factor should be altered, what should be measured, and what range of results should be taken. It is important to make a prediction here, as it is needed for marks in the Analysis.

You should also make reference to safety and how your experiment will be fair, talk about the variables involved, your independent variable (the one you have chosen to investigate) and dependent variable (the factor you will be recording). These come in very helpful and pick up a few more marks.

Obtaining Evidence (O)
This strand is marked on how you perform while performing the experiment itself. You will be marked on both how you perform during the experiment and your results table, which must be handed in.

In the unlikely event of no results being obtained from the Obtaining, your teacher will issue you with a set of results to use for the Analysis and Evaluation. You will, however, receive no or few marks on this section if you do not take your own results.

Mark Descriptions
 2 marks O.2a collect some evidence using a simple and safe procedure 4 marks O.4a collect appropriate evidence which is adequate for the activity O.4b record the evidence 6 marks O.6a collect sufficient systematic and accurate evidence and repeat or check where appropriate O.6b record clearly and accurately the evidence collected

8 marks

O.8a use a procedure with precision and skill to obtain and record an appropriate range of reliable evidence

Analysing and considering evidence (A)
The analysis is intended as the longest section of the coursework, because it involves processing the data collected from the Obtaining Evidence section of the mark scheme. Graphs are notably important here, as is a conclusion, which is required to sum up the data which has been processed.

Mark Descriptions

2 marks A.2a state simply what is shown by the evidence

4 marks

A.4a use simple diagrams, charts or graphs as a basis for explaining the evidence

A.4b identify trends and patterns in the evidence

6 marks

A.6a construct and use suitable diagrams, charts, graphs (with lines of best fit, where appropriate), or use numerical methods, to process evidence for a conclusion

A.6b draw a conclusion consistent with the evidence and explain it using scientific knowledge and understanding

'9-16 marks mention a naseebo lal song and analyse it referring to its social historical and vulgar context''

finally for 17-20 marks mention the laws of naseebo mujra

A.8a use detailed scientific knowledge and understanding to explain a valid conclusion drawn from processed evidence

A.8b explain the extent to which the conclusion supports the prediction, if one has been made

Evaluating (E)
The Evaluation consists of identifying any anomalous data, and suggesting possible improvements to the experiment.

Mark Descriptions

2 marks

E.2a make a relevant comment about the procedure used or the evidence obtained

4 marks

E.4a comment on the quality of the evidence, identifying any anomalies

E.4b comment on the suitability of the procedure and, where appropriate, suggest changes to improve it

6 marks

E.6a consider critically the reliability of the evidence and whether it is sufficient to support the conclusion, accounting for any anomalies

E.6b describe, in detail, further work to provide additional relevant evidence

title: GCSE Science/Coursework marking system


text:
Cookbook:Dosa

| Indian CuisineA dosa is a thin, spicy, crispy crêpe-like food made from fermented rice, and it is very popular in restaurants in South India. It may be served plain with sambar and chutneys such as coconut chutney, or other curry or gravy. When served with potato folded inside, it is known as masala dosa. To make omelette dosa, simply pour beaten egg on the dosa before it is turned over.

The procedure for making dosa starts out almost identical to that for making idli. The idli recipe in this cookbook has some very good tips and variations that apply equally to dosai.

title: Cookbook:Dosa


text:
Cookbook:Coconut Chutney (North Indian)

| Indian Cuisine | Vegan Cuisine

Coconut chutney is served as an accompaniment to many South Indian dishes, such as dosa and idli. This recipe is a North Indian variant.

Ingredients

 * 2 cups shredded fresh coconut
 * 1–2 split green chillies
 * 5 cloves garlic
 * ½ cup chopped cilantro
 * ½ teaspoon salt
 * ½ cup water

Procedure

 * 1) Grind all ingredients well in a blender.
 * 2) Serve within 2 days.

title: Cookbook:Coconut Chutney (North Indian)


text:
File:Shearstrain Solid Mechanics.png

prologues := 2; % input metaobj.mp; extra_endfig := "currentpicture := currentpicture shifted -llcorner currentpicture;"; verbatimtex %&latex \documentclass{article} \begin{document} etex beginfig(1); numeric u; u := .4cm; drawarrow origin -- 7u * right; drawarrow origin -- 7u * up; path pp; pp := origin -- 4u * right -- 4u * right + 4u * dir (75) -- 4u * dir (75) -- cycle; draw pp; path qq; ahangle := 30; qq := halfcircle scaled 10u; qq := qq cutbefore ((origin -- 7u * dir (75)) intersectionpoint qq); qq := qq cutafter ((origin -- 10u * up) intersectionpoint qq); label.top (btex $\gamma$ etex, origin) shifted (center qq); drawdblarrow qq; draw 4.2u * dir (75) -- 7u * dir (75) withpen pencircle scaled .25; vardef arrowhead expr p = save A,u,a,b; pair A,u; path a,b; A := point length(p) of p;   u := unitvector(direction length(p) of p); a := A{-u}..(A - ahlength*u rotated -30); b := A{-u}..(A - ahlength*u); (a & reverse(a) & b & reverse(b))--cycle enddef; pair p, q; p := (point 1 of pp) + .5u * dir (-135); q :=  (point 0 of pp) + .5u * dir (-45); drawarrow p -- q; label.bot (btex $\tau$ etex, 1/2[p,q]); p := (point 3 of pp) + .5u * dir (45); q :=  (point 2 of pp) + .5u * dir (135); drawarrow p -- q; label.top (btex $\tau$ etex, 1/2[p,q]); vardef arrowhead expr p = save A,u,a,b; pair A,u; path a,b; A := point length(p) of p;   u := unitvector(direction length(p) of p); a := A{-u}..(A - ahlength*u rotated 30); b := A{-u}..(A - ahlength*u); (a & reverse(a) & b & reverse(b))--cycle enddef; p := (point 1 of pp) + .5u * dir (30); q :=  (point 2 of pp) + .5u * dir (-60); drawarrow p -- q; label.rt (btex $\tau$ etex, 1/2[p,q]); p := (point 3 of pp) - .5u * dir (30); q := (point 0 of pp) - .5u * dir (-60); drawarrow p -- q; label.lft (btex $\tau$ etex, 1/2[p,q]); currentpicture := currentpicture scaled 2; endfig; end;

title: File:Shearstrain Solid Mechanics.png


text:
Scouting/BSA/American Labor Merit Badge

Requirement 1
Using resources available to you, learn about working people and work-related concerns. List and briefly describe or give examples of at least EIGHT concerns of American workers. These may include, but are not limited to, working conditions, workplace safety, hours, wages, seniority, job security, equal opportunity employment and discrimination, guest workers, automation and technologies that replace workers, unemployment, layoffs, outsourcing, and employee benefits such as health care, child care, profit sharing, and retirement benefits.

Requirement 2
With your counselor's and parent's approval and permission, visit the office or attend a meeting of a local union, a central labor council, or an employee organization, or contact one of these organizations via the Internet. Then do EACH of the following:

 * A. Find out what the organization does.

 * B. Share the list of issues and concerns you made for requirement 1. Ask the people you communicate with which issues are of greatest interest or concern to them and why.

 * C. Draw a diagram showing how the organization is structured, from the local to the national level, if applicable.

Requirement 3
Explain to your counselor what labor unions are, what they do, and what services they provide to members. In your discussion, show that you understand the concepts of labor, management, collective bargaining, negotiation, union shops, open shops, grievance procedures, mediation, arbitration, work stoppages, strikes, and lockouts.

Requirement 4
Explain what is meant by the adversarial model of labor-management relations, compared with a cooperative-bargaining style.

Requirement 5
Do ONE of the following:

 * A. Develop a time line of significant events in the history of the American labor movement from the 1770s to the present.

1648 - Boston shoemakers and coopers form guilds. 1770 - Boston Massacre set off by a conflict between rope workers and British soldiers. 1776 - Declaration of Independence signed in Carpenter's Hall. 1790 - First textile mill, built in Pawtucket, RI, is staffed entirely by children under the age of 12. 1814 - The invention of the power loom makes weaving a factory occupation. 1827 - The first citywide labor council forms in Philadelphia. 1837 - Andrew Jackson declares a 10-hour workday in Philadelphia Navy Yard. 1868 - The first federal 8-hour day takes effect. It is very limited, though. 1874 - The union label is used for the first time by the Cigar Makers International Union. 1876 - Molly Maguires convicted for coal-field murders in Pennsylvania. 10 are hanged. 1882 - First Labor Day Celebration takes place in New York City. 1885 - The Foran Act bans immigration of laborers brought in under contract to break strikes. 1886 - The American Federation of Labor forms with Samuel Gompers as its first president. 1886 - The Haymarket Riot takes place in Chacago. Four are hanged. 1892 - The Homestead Strike in Pennsylvania ends in a Union loss. 1906 - The International Typographical Union successfully strikes for an 8-hour day. 1919 - A strike by Boston police is the first ever by public safety workers. 1935 - The Social Security act is approved. 1936 - The Walsh-Healey Act sets safety standards, minimum wage, overtime pay and child labor provisions on all federal contracts. 1938 - A federal minimum wage law takes effect. 1947 - The Taft-Hartley Act restricts union activities and lets states pass "right-to-work" laws. 1955 - The AFL and CIO reunite. 1964 - The Civil Rights Act prohibits employment discrimination. 1981 - Ronald Reagan fires most of the nation's air traffic controllers for refusing to end strike. 1993 - The Family and Medical leave Act is passed. 1997 - UPS workers strike over control of retirement benefits.

 * B. Prepare an exhibit, a scrapbook, or a computer presentation, such as a slide show, illustrating three major achievements of the American labor movement and how those achievements affect American workers.

 * C. With your counselor's and parent's approval and permission, watch a movie that addresses organized labor in the United States. Afterward, discuss the movie with your counselor and explain what you learned.

 * D. Read a biography (with your counselor's approval) of someone who has made a contribution to the American labor movement. Explain what contribution this person has made to the American labor movement.

Requirement 6
Explain the term globalization. Discuss with your counselor some effects of globalization on the workforce in the United States. Explain how this global workforce fits into the economic system of this country.

Requirement 7
Choose a labor issue of widespread interest to American workers-an issue in the news currently or known to you from your work on this merit badge. Before your counselor, or in writing, argue both sides of the issue, first taking management's side, then presenting labor's or the employee's point of view. In your presentation, summarize the basic rights and responsibilities of employers and employees, including union members and nonunion members.

Requirement 8
Discuss with your counselor the different goals that may motivate the owners of a business, its stockholders, its customers, its employees, the employees' representatives, the community, and public officials. Explain why agreements and compromises are made and how they affect each group in achieving its goals.

Requirement 9
Learn about opportunities in the field of labor relations. Choose one career in which you are interested and discuss with your counselor the major responsibilities of that position and the qualifications, education, and training such a position requires.

title: Scouting/BSA/American Labor Merit Badge


text:
Talk:Scouting/BSA/American Labor Merit Badge

Accuracy disputed
Please, note, these requirements were updated effective 1 Jan., 2007, and are also now listed in the 2007 edition of the Boy Scout Requirements. --Rws8258 03:44, 22 July 2007 (UTC)

Updated to current requirements. Removing disputed tag. If the dispute was with timeline answers, not requirements, feel free to reinstate the tag. ErinNik 01:45, 13 Sep 2016


text:
Scouting/BSA/Music Merit Badge

Requirement 1
Sing or play a simple song or hymn chosen by your counselor using good technique, phrasing, tone, rhythm, and dynamics.. Read all the signs and terms of the score.

See Learn to Sing Better How to Play Music How to Play Guitar How to Play the Piano How to Play Basic Piano Chords Advanced Piano Playing Modern Musical Symbols List of Musical Symbols Musical Terms Key Signature Reading Music 101 Learning Music Symbols and Terms

Requirement 2
Name the five general groups of musical instruments. Create an illustration that shows how tones are generated and how instruments produce sound.

The science of musical instruments is called organology. It embraces the study of instruments' history, instruments used in different cultures, technical aspects of how instruments produce sound, and musical instrument classification.

Musical instruments are frequently classified by the way they generate sound:

*Woodwind instruments generate a sound when a column of air is made to vibrate inside them. The frequency of the wave generated is related to the length of the column of air and the shape of the instrument, while the tone quality of the sound generated is affected by the construction of the instrument and method of tone production. Vibrations are created by blowing air across a single reed, double reed or across a sharp-edged hole opening at or near the end of the instrument. The clarinet and saxophone families are examples of single reed woodwinds. The oboe and bassoon are examples of double reed woodwinds. Flutes produce sound when air is blown across the embouchure hole.

*Brass instruments generate sound by sympathetic vibration of air in a tubular resonator in sympathy with the vibration of the player's lips which are “buzzed” in the instrument’s mouthpiece. There are several factors involved in producing different pitches on a brass instrument. One is alteration of the player's lip tension (or embouchure), and another is air flow. Also, slides or valves are used to change the length of the tubing, thus changing the harmonic series presented by the instrument to the player. There are two different kinds of brass: low and high. The tuba, baritone and trombone are examples of low brass. The trumpet and French horn are examples of high brass.

*Percussion instruments generate sound, with or without a definite pitch, when hit with an implement, shaken, rubbed, scraped, or by any other action which sets the object into vibration. The shape and material of the part of the instrument to be struck and the shape of the resonating cavity, if any, determine the sound of the instrument. The term usually applies to an object used in a rhythmic context or with musical intent. Examples of definite pitch percussion are chimes, glockenspiel, handbells, marimba, steelpan, gong, timpani and xylophone. Examples of indefinite pitch percussion are bass drum, castanet, cymbal, slapstick, snare drum, tom-tom drum and tam-tam.

*String instruments generate a sound when a string is plucked, strummed, slapped, etc. The frequency of the wave generated (and therefore the note produced) usually depends on the length of the vibrating portion of the string, the diameter of the string, the tension of the string, and the point at which the string is excited. The tone quality varies according to the construction of the resonating cavity (size, shape and wood used), the material the string is made of, how the string is excited into motion, and the expertise of the musician. The guitar, violin, mandolin, ukulele, harp, autoharp, harpsichord and piano are examples of string instruments.

*Electronic instruments generate sound through electronic means. Such an instrument sounds by outputting an electrical audio signal that ultimately drives a loudspeaker. They can mimic all of the other instruments or create very unique sounds. The digital piano, electronic keyboard, organ, analog synthesizer, digital synthesizer, MIDI instruments (Musical Instrument Digital Interface), wind synthesizer, digital drums and virtual musical instruments are examples of electronic instruments.

Many alternate divisions and further subdivisions of instruments exist. See also Classifying Musical Instruments. To learn about a specific instrument, consult the list of musical instruments or List of archaic musical instruments.

The human body, generating both vocal and percussive sounds, was the first human musical instrument. Most likely the first prehistoric rhythm instruments or percussion instruments involved the clapping of hands, hitting stones together, or other materials that are useful to create rhythm. The oldest flutes discovered thus far were in the Hohle Fels Cave in Germany and were dated at about 35,000 years old. All classes of instruments, other than electronic, are mentioned in ancient historic sources, such as Egyptian, Chinese, East Indian, Greek and Roman inscriptions and the Bible and have actually been recovered from historical archaeological sites from around the world.

See Sound is Energy Vibrating String What is Sound? Changing Sounds Sounds and How Instruments Work Making Sounds With Musical Instruments

Requirement 3
Do TWO of the following:

 * A. Attend a live performance, or listen to three hours of recordings from any two of the following musical styles: blues, jazz, classical, country, bluegrass, ethnic, gospel, musical theater, opera. Describe the sound of the music and the instruments used. Identify the composers or songwriters, the performers, and the titles of the pieces you heard. If it was a live performance, describe the setting and the reaction of the audience. Discuss your thoughts about the music.

If there is a program, make good use of the notes.

 * B. Interview your parents and grandparents about music. Find out what the most popular music was when they were your age. Find out what their favorite music is now, and listen to three of their favorite tunes with them. How do their favorites sound to you? Had you ever heard any of them? Play three of your favorite songs for them, and explain to them why you like these songs. Ask them what they think of your favorite music.

 * C. Serve for six months as a member of a school, church, Scout unit, or other local musical organization, or perform as a soloist in public six times.

 * D. List five people who are important in the history of American music and explain to your counselor why they continue to be influential. Include at least one composer, one performer, one innovator, and one person born more than 100 years ago.

See Music of the United States American Popular Music Before 1900 American Popular Music From 1900 to 1950 American Popular Music From 1950 to 2000 Google Timeline 1760–2011 American Music Timeline 1640–1890 American Composers List of American Composers List of American Songwriters

Requirement 4
Do ONE of the following:

 * A. Teach three songs to a group of people. Lead them in singing the songs, using proper hand motions.

*Teaching a Song. These tips will get you started and help you relax and have some fun, too. 1. Practice the words and the melody of the song you will teach until you know the song by heart. 2. Smile at the group. Be enthusiastic and act confident, even if this is your first time teaching a song. 3. Start with a lively, well-known warm-up number, so everyone (including you) can sing with confidence. 4. Tell the group the name of the song, and provide copies of the lyrics. Use songbooks or song sheets, or write the lyrics on a blackboard or large sheet of paper. 5. Sing the song through alone or with a small group that already knows it. 6. Then sing phrase by phrase and have the group repeat after you. If the song has several verses, teach one verse at a time. 7 When the group has learned the phrases or verses, sing the song all together. If the song is fast or difficult, sing it slowly at first, then pick up speed as the singers master it. 8. Musical accompaniment helps. Piano, accordion, guitar and harmonica are good accompaniments because they can play harmony, not just the melody. 9. When the group has sung the song a time or two, stop. Do not work so hard that it is no longer fun. Go all at once to a familiar song. Boy Scouts of America Merit Badge Series, Music, #35921, page 49, 2010.

*Leading a Song. Because teaching is a part of song leading, many of the previous tips apply to both. Here are a few more hints to help you lead songs successfully. 1. Give the starting note. Sing or hum a few bars of the song. Or, have a few bars played, if an instrument is available. Be careful not to pitch the song too high or low. If you start the group on the wrong note, stop and start over. 2. Start with a slight upward arm motion followed by a decisive downward motion (a downbeat), and begin singing. Do not worry if some don’t start with the first note. They will join quickly. 3. Beat time with a simple down-and-up motion of the arm. Hold your arm high enough for everyone to see, and make your gestures definite and brisk. You are in command. 4. Control volume by raising your free hand for loudness and lowering it for softness. 5. Move around a little, put some energy into it, and smile. 6. Stop while everyone is still having fun. Leave the group wanting more. Boy Scouts of America Merit Badge Series, Music, #35921, page 50, 2010.

See Conducting Tips Learn Music Conducting Techniques Conducting The Conducting Beat Patterns Conducting Music Conducting Interactive Conducting Course Interactive Conducting Course PDF

 * B. Compose and write the score for a piece of music twelve measures or more.

See MusicTheory.net Music Theory Chord Chart In Sequence Chord House Money Chords Free Printable Staff Paper More Free Printable Staff Paper

 * C. Make a traditional instrument and learn to play it.

See Kinder Art Wanna Learn Building Musical Instruments

 * D. Catalog your own or your family's collection of 12 or more compact discs, tapes or records. Show how to handle and store them.

*Classifying Your Collection. Classify (organize) your recordings in a way that suits you, but keep your system simple and flexible. You can classify recordings in several ways: •	In chronological order of the periods during which the music was written. •	In alphabetical order, by names of performers, composers or titles. •	By category—classical, folk, jazz, country, rock, etc. •	In numerical order, by catalog numbers. •	In combinations of these or according to your own numbering system. Boy Scouts of America Merit Badge Series, Music, #35921, page 62, 2010.

*Caring for Compact Discs (CD) and Players. •	Handle CDs carefully by the edges. •	After playing, store each CD in its protective plastic case. CDs can be stored horizontally or vertically in storage units. •	A carrying case is good for organizing CDs as well as for transporting them. •	Wipe carefully handled CDs with a soft cloth, stroking from the center to the rim. If a CD has been soiled, you can clean it gently with soap and water. •	Place a CD on a level surface, away from dampness, high humidity, and extreme heat. Protect it from strong vibrations or jolting. •	CD players ordinarily need no maintenance. If the player malfunctions, consult your dealer or a repair shop. Repair requires a trained technician and specialized tools.

*Handling Records. •	Handle records by the edges. Avoid touching the grooved surfaces. Use a soft brush or cloth to keep them free of dust, making strokes in a circular direction along the grooves. •	When you play the records manually, lower the tone arm onto the record gently. A bumpy landing can scratch and injure the record and damage the needle. •	Be sure the needle (stylus) is in good condition at all times. A worn needle can ruin your records. Replace diamond needles after every 1,000 hours of play. •	Discard records that are cracked or full of nicks. They can damage the needle.

*Caring for Tapes and Tape Players. •	Clean and demagnetize the tape heads after at least every 20 hours of use to remove tiny particles that tapes leave behind. Do this especially before you plan to record an important program or play a valuable tape. Use cotton swabs soaked with denatured, not isopropyl (rubbing) alcohol. You can buy denatured alcohol or a special cleaning solution from an electronics or music store. Allow the heads to dry for 30 minutes before inserting a tape. •	After you have cleaned the heads, use the swabs to clean the metal guides along the tape path. •	To avoid erasing a cassette tape by accident, remove the small plastic tabs on the back of the cassette. Use a small screwdriver to pry out the tabs. Commercially recorded tapes already have he tabs removed.

*Storage. Store record albums in an upright position and fit snugly against each other. Flat or slanted storage will cause the records to warp. Store tapes and CDs in a cabinet or case that protects them from dust and allows you to keep them organized and safe. Boy Scouts of America Merit Badge Series, Music, #35921, pages 66-67, 2010.

See Manage Your Growing Disc Collection – Tools and Tricks Storing Your CD Collection Shelving Your CD Collection Organizing and Storing Your CD and DVD Disks More Storage Means More Freedom

 * E. Give a brief history of the bugle, and explain how the bugle is related to other brass wind instruments. Demonstrate how the bugle makes sound, then explain how to care for, clean, and maintain a bugle.

See Bugle History of the Bugle Evolution of the Bugle How to Play a Bugle How to Blow a Bugle How to Tune a Bugle How to Play a Trumpet How to Take Care of a Bugle How to Clean Brass Instruments

 * F. Compose a bugle call for your troop or patrol to signal a common group activity, such as assembling for mealtime or striking a campsite. Play the call that you have composed before your unit or patrol.

g. Sound the following bugle calls: “First Call,” “Reveille,” “Assembly,” “Mess,” “To the Colors,” and “Taps.” Then explain when each of these calls is used.

“First Call” is generally used to just get everyone’s attention that something will be happening soon (like assembly) and is sometimes used at race tracks as the “call to the post” (horses get in line to start the race). “Reveille” is used to awaken people and lets them know it is time to get up and about. “Assembly” is used to call everyone together, for everyone to “fall in”, often at a designated place. “Mess” signals that it is time to eat. It is also used at times at athletic events to stir up the crowd. “To The Colors” is a bugle call to render honors to the nation. The most common use is when the national flag is being lowered at the end of the day (where everyone may be assembled as well). It commands the same courtesies as the National Anthem. “Taps” signifies “lights out” at the end of the evening. Lyrics can be sung to it called “Day is Done”. It may also be played during flag ceremonies and at funerals, particularly for veterans. Bugle Calls Music More Bugle Calls Music and Listen to Bugle Calls Listen to Bugle Calls

title: Scouting/BSA/Music Merit Badge


text: Talk:Scouting/BSA/Music Merit Badge

title: Talk:Scouting/BSA/Music Merit Badge


text:
Scouting/BSA/Personal Management Merit Badge

Requirement 1
Do the following:
 * 1) Choose an item that your family might want to purchase that is considered a major expense
 * 2) Write a plan that tells how your family would save money for the purchase identified in requirement 1a.
 * 3) Discuss the plan with your merit badge counselor.
 * 4) Discuss the plan with your family.
 * 5) Discuss how other family needs must be considered in this plan.
 * 6) Develop a written shopping strategy for the purchase identified in requirement 1a.
 * 7) Determine the quality of the item or service (using consumer publications or rating systems).
 * 8) Comparison shop for the item. Find out where you can buy the item for the best price. (Provide prices from at least two different price sources.) Call around; study ads. Look for a sale or discount coupon. Consider alternatives. Can you buy the item used? Should you wait for a sale?

Requirement 2
Do the following:
 * 1) Prepare a budget reflecting your expected income (allowance, gifts, wages), expenses, and savings. Track your actual income, expenses, and savings for 13 consecutive weeks. (You may use the forms provided in this pamphlet, devise your own or use a computer generated version.) When complete, present the results to your merit badge counselor.
 * 2) Compare expected income with expected expenses
 * 3) If expenses exceed income, determine steps to balance your budget.
 * 4) If income exceeds expenses, state how you would use the excess money (new goal, savings).

Requirement 3
Discuss with your merit badge counselor FIVE of the following concepts:

 * 1) The emotions you feel when you receive money.
 * 2) Your understanding of how the amount of money you have with you affects your spending habits.
 * 3) Your thoughts when you buy something new and your thoughts about the same item three months later. Explain the concept of buyer’s remorse.
 * 4) How hunger affects you when shopping for food items (snacks, groceries).
 * 5) Your experience of an item you have purchased after seeing or hearing advertisements for it. Did the item work as well as advertised?
 * 6) Your understanding of what happens when you put money into a savings account.
 * 7) Charitable giving. Explain its purpose and your thoughts about it.
 * 8) What you can do to better manage your money.

Requirement 4
Explain the following to your merit badge counselor:
 * A. The difference between saving and investing, including reasons for using one over the other.

 * B. The concepts of return on investment and risk.
 * C. The concepts of simple interest and compound interest and how these affected the results of your investment exercise.

Explain the differences between saving and investing, including reasons for using one over the other:

Saving has a guaranteed low return with loss of money possible if you go over the insurance amount of $250,000 per account named depositor, per insured bank.(as of 6/7/09) Investing has a risk of losing you money but chance of a higher return.

Explain the concepts of return on investment and risk:

Risk - Possibility of your investment losing the money you put in.

RoI = (gain from investment – cost of investment)/cost of investment

Explain the concepts of simple interest and compound interest and how these affected the results of your investment exercise:

Simple interest is calculated on principal only, Compound interest is calculated on total of principal plus the interest earned.

Requirement 5
Select five publicly traded stocks from the business section of the newspaper. Explain to your merit badge counselor the importance of the following information for each stock:

 * A. Current price.

 * B. How much the price changed high and the 52-week low prices.

Requirement 6
Pretend you have $1,000 to save, invest, and help prepare yourself for the future. Explain to your merit badge counselor the advantages or disadvantages of saving or investing in each of the following:

 * A. Common Stocks

 * B. Mutual funds.

 * C. Life insurance

 * D. A certificate of deposit (CD).

 * E. A savings account or U.S. savings bond

A-

B-an investment program funded by shareholders that trades in diversified holdings and is professionally managed.

C-insurance that pays out a sum of money either on the death of the insured person or after a set period.

D-a certificate issued by a bank to a person depositing money for a specified length of time.

E-a bank account that earns interest/U.S. savings bonds are debt securities issued by the U.S. Department of the Treasury to help pay for the U.S. government's borrowing needs. U.S. savings bonds are considered one of the safest investments because they are backed by the full faith and credit of the U.S. government

Requirement 7
Explain to your merit badge counselor the following:

 * A. What a loan is, what interest is, and how the annual percentage rate (APR) measures the true cost of a loan.

What a loan is: A loan is a financial transaction in which one party (the lender) agrees to give another party (the borrower) a certain amount of money with the expectation of total repayment. The specific terms of a loan are often spelled out in the form of a promissory note or other contract. The lender can ask for interest payments in addition to the original amount of the loan (principal). The borrower must agree to the repayment terms, including the amount owed, interest rate and due dates. Some lenders can also assign financial penalties for missed or late payments.

What interest is: An interest rate is the price a borrower pays for the use of money they do not own, for instance a small company might borrow from a bank to kick start their business, and the return a lender receives for deferring the use of funds, by lending it to the borrower. Interest rates are normally expressed as a percentage rate over the period of one year.

How the annual percentage rate (APR) measures the true cost of a loan: You can think about the interest rate as a percentage of the money borrowed to be paid. The best way to compare mortgage loans is by comparing the Annual Percentage Rate, or APR on each prospective loan offer. By law, every mortgage loan offer, usually in the form of a disclosure called a Good Faith Estimate, must disclose APR associated with the loan. When we talk about real estate loans, interest rates are also sometimes referred to as mortgage rates.

 * B. The different ways to borrow money.

 * C. The differences between a charge card, debit card, and credit card. What are the costs and pitfalls of using these financial tools? Explain why it is unwise to make only the minimum payment on your credit card.

 * D. Credit reports and how personal responsibility can affect your credit report.

 * E. Ways to reduce or eliminate debt.

Requirement 8
Demonstrate to your merit badge counselor your understanding of time management by doing the following:
 * A. Write a “to do” list of tasks or activities, such as homework assignments, chores, and personal projects, that must be done in the coming week. List these in order of importance to you.
 * B. Make a seven-day calendar or schedule. Put in your set activities, such as school classes, sports practices or games, jobs or chores, and/or Scout or church or club meetings, then plan when you will do all the tasks from your “to do” list between your set activities.
 * C. Follow the one-week schedule you planned. Keep a daily diary or journal during each of the seven days of this week’s activities, writing down when you completed each of the tasks on your “to do” list compared to when you scheduled them.
 * D. Review your “to do” list, one-week schedule, and diary/journal to understand when your schedule worked and when it did not work. With your merit badge counselor, discuss and understand what you learned from this requirement and what you  might do differently the next time.

Requirement 9
Prepare a written project plan demonstrating the steps below, including the desired outcome. This is a project on paper, not a real-life project. Examples could include planning a camping trip, developing a community service project or a school or religious event, or creating an annual patrol plan with additional activities not already included in the troop annual plan. Discuss your completed project plan with your merit badge counselor.
 * A. Define the project. What is your goal?
 * B. Develop a timeline for your project that shows the steps you must take from beginning to completion.
 * C. Describe your project.
 * D. Develop a list of resources. Identify how these resources will help you achieve your goal.
 * E. If necessary, develop a budget for your project.

Requirement 10
Do the following:
 * A. Choose a career you might want to enter after high school or college graduation.
 * B. Research the limitation of your anticipated career and discuss with your merit badge counselor what you have learned about qualifications such as education, skills, and experience.


text: Talk:Scouting/BSA/Personal Management Merit Badge


text:
Scouting/BSA/Reptile and Amphibian Study Merit Badge

Requirement 1
Describe the identifying characteristics of six species of reptiles and four species of amphibians found in the United States. For any four of these, make sketches from your own observations or take photographs. Show markings, color patterns, or other characteristics that are important in the identification of each of the four species. Discuss the habits and habitats of all ten species.

Requirement 2
Discuss with your merit badge counselor the approximate number of species and general geographic distribution of reptiles and amphibians in the United States. Prepare a list of the most common species found in your local area or state.

Requirement 3
Describe the main differences between:
 * Amphibians and reptiles
 * Alligators and crocodiles
 * Toads and frog

 * Salamanders and lizards
 * Snakes and lizards

Requirement 4
Explain how reptiles and amphibians are an important component of the natural environment. List four species that are officially protected by the federal government or by the state you live in, and tell why each is protected. List three species of reptiles and three species of amphibians found in your local area that are not protected. Discuss the food habits of all 10 species.

Requirement 5
Describe how reptiles and amphibians reproduce.

Requirement 6
From observation, describe how snakes move forward. Describe the functions of the muscles, ribs, and belly plates.

Requirement 7
Describe in detail six venomous snakes and the one venomous lizard found in the United States. Describe their habits and geographic range. Tell what you should do in case of a bite by a venomous species.

Requirement 8
Maintain one or more reptiles or amphibians for at least a month. Record the food accepted, eating methods, changes in coloration, shedding of skins, and general habits; or keep the eggs of a reptile from the time of laying until hatching; or keep the eggs of an amphibian from the time of laying until their transformation into tadpoles (frogs) or larvae (salamanders).

Requirement 9
Identify at night three kinds of toads or frogs by their voices. Imitate the song of each for your counselor. Stalk each with a flashlight and discover how each sings and from where.
 * Find and identify (by sight) eight species of reptiles or amphibians.
 * Give a brief talk to a small group on the subject of reptiles and amphibians. Use at least three living specimens you have collected.

Requirement 10
Tell five superstitions about reptiles and amphibians and give a correct explanation for each. Give seven examples of unusual behavior or other true facts about reptiles and amphibians.


text: Talk:Scouting/BSA/Reptile and Amphibian Study Merit Badge


text:
User:Chrisbbehrens~enwikibooks

Christian

Father of three

Husband of Kimberly S. Behrens

Musician (vocalist, pianist, composer)

Software developer (C#)

B.S. in Economics from University of Texas at Arlington

Political libertarian conservative

amateur historian

Weblog: http://chrisbbehrens.blogspot.com

title: User:Chrisbbehrens~enwikibooks


text:
Modern History/Space Exploration/Space Race

The Mercury Capsule

The Men
Werner Von Braun

German scientist and creator of the German V-2 rocket which devastated London during WWII. He would prove instrumental in the design and creation of technology for the space program.

Yuri Gagarin

Russian cosmonaut; first man in space.

Vladimir Komarov

Russian Cosmonaut; First man to die in space. After a short period in space upon re-entry the parachutes on his spacecraft failed to open to slow the vehicle descent. Russian spacecraft of the era landed on earth rather than in the ocean as did the United States' spacecraft 'splashdown'. The parachutes of Cosmonaut Komarov's craft were burnt off during re-entry and this was noticed by observers in the upper part of the atmosphere. Communication with the spacecraft was established soon after re-entry and Cosomonaut Komarov was informed of the development and appraised that nothing could be done. There was time to inform his wife and have her present in the control room for the final moments. This man has been called a hero.

Alan Shepard

American astronaut; first American in space. Would later walk on the moon on Apollo 14 after battling an inner ear disease.

Neil Armstrong

American astronaut; first man to walk on the moon.

Jim Lovell

American astronaut; commander of the ill-fated Apollo 13 mission.

Mercury
/Mercury Missions/

Gemini
A two man space craft that was instrumental in developing docking and EVA techniques. Gemini hardware was used to perform the first manned-unmanned docking in space.

/Gemini Missions/

Apollo
A three man space craft consisting of a service module, which contained the engines and most of the flight hardware, and the command module, which was the portion of the spacecraft that would return to Earth.

Apollo 11 carried the Lunar Module to the Sea of Tranquility region of the moon, where it touched down for the first manned lunar landing. Apollo would serve as the primary NASA spacecraft until it was replaced by the Space Shuttle Transportion System (STS).

/Apollo Missions/

Lunar Module
A spider-like spacecraft composed of a descent stage, which carried the descent and ascent stages to the surface of the moon, and an ascent stage, which used the descent stage as a launchpad to return to the Apollo command module in lunar orbit.

The lunar module was stored in the uppermost stage of the Saturn V rocket, until it was retrieved by the Apollo spacecraft through a docking maneuver.


text:
History of Christianity

/Introduction to Christianity/

 * Defining Christianity
 * The Influence of Christianity on Western Culture
 * Wiki History of Christianity
 * Schaff History of Christianity
 * History of Christianity by Century
 * Timeline of Christianity
 * Theologians

/Origins of Christianity/

 * Old Testament
 * Inter-Testamental Period
 * Outline of Apostolic Period
 * Life of Jesus
 * The Historicity of Jesus of Nazareth
 * The Christ
 * The Apostles
 * Early Christianity
 * Separation from Judaism
 * Early Centers of Christianity

/The Ante-Nicene Period/

 * Outline of Ante-Nicene Period
 * Ante-Nicene Fathers
 * Nicene and Post-Nicene Fathers
 * Christian Gnosticism
 * Ecumenical Councils
 * The New Testament
 * Dating the Bible
 * Historical Reliability of the Gospels
 * History of the Papacy
 * Sacred Tradition
 * Constantine the Great and Christianity
 * Rulers who Converted to Christianity

/The Nicene or Post-Nicene Period/

 * Outline of the Nicene Period
 * The Cappadocian Fathers
 * Outline of the Byzantine Period
 * Desert Fathers
 * Monasticism
 * Catechetical School of Alexandria
 * Non-Chalcedonian Churches

/Medieval Christianity/

 * Development of the Medieval Church
 * Christianization
 * Celtic Christianity
 * The Holy Roman Empire
 * Crusades
 * The Great Schism
 * The Eastern Orthodox Church
 * Franciscans
 * Inquisition
 * Waldensians
 * Catharism

/Reformation/

 * History of Modern Christianity
 * The Renaissance
 * The Society of Jesus
 * The Reformation in Germany
 * Swiss Reformation
 * French Reformation
 * English Reformation
 * Free Church Movement
 * Christianity in the US
 * Christian Ecumenism
 * Systematic Theology

/Post Modern Christian Theology/

 * History of Christian Theology
 * Evangelicalism
 * Liberal Christianity
 * Liberation Theology
 * Christian Heresies in the 20th Century
 * Christian Devotional Literature

title: History of Christianity


text:
Modern Physics/Constants of Nature

This is a brief listing of some constant values that are used in this book. Constants are currently listed in no particular order.

Some values from the 2002 CODATA recommended values of the Fundamental Physical Constants. See Constants Information at NIST.

title: Modern Physics/Constants of Nature


text:
Cookbook talk:Bánh Mì

not exactly
In response to the reply below- it's a vietnamese sub and quite a different experience from subway or a meatball grinder. I would not put sauerkraut or some other incompatible ingredient in it- then it would be fusion cuisine sub and quite odd i might add. I was trying to outline the ingredients and preparation methods that I have observed from several bahn mi places. But thanks for the feedback!

I will investigate how to peel this off and integrate it into both vietnamese cuisine as well as sub sandwiches.

--mchrisneglia

American cucumbers
It is possible to use the American-variety cucumber in bánh mì – perhaps not the best way, but a decent alternative when you're in a pickle – no pun intended! – Minh Nguyễn 03:15, 23 Apr 2004 (UTC)

Huh?
This is a sub, right? A submarine sandwich? In other words, rename it to Cookbook:Sub.

I'll grant that some of the fillings are a bit unusual, but sliced turkey and bacon wouldn't be out of place in that list. The same goes for saurkraut and pastrami, teriyaki, BLT, or even ham and cheese.

 * There's no reason why another recipe can't be written at Cookbook:Submarine Sandwich. You also might want to read Cookbook:Po' Boy, and Cookbook:French Dip Sandwiches. There is more than enough room for different recipes for similar items in this cookbook. Gentgeen 04:27, 27 Mar 2005 (UTC)

 * Sure, but this appears to be an exact match. The one possible distinction involves warming the bread. If I were making a sub though, I'd warm the bread if I wasn't feeling lazy or if the bread was a bit old. So... this is a sub. It's not just similar to a sub; it is one.

 * Having eaten a Banh Mi, I can say that the cilantro in the recipe makes this sandwich a unique eating experience, very different than a sub. Also, there is less meat used than would be typical in a sub, resulting in a lighter sandwich. Gentgeen 05:22, 27 Mar 2005 (UTC)

 * Do you mean that cilantro is always used? All the "Standard" ingredients are always used? If so, that sure wasn't clear. The way I read things, you could just use the meatballs. It's kind of like saying that mayonaise, American cheese, tomatoes, and lettuce are standard sub ingredients -- but a sub with just tofu and hot sauce is still a sub. So do you think a "Bánh Mì" with just the smoked salmon and sprout mix wouldn't count?

RE: Huh?
No, if anything it should be added to a Vietnamese cuisine cookbook. It is a sub, but if you call it a 'vietnamese sub', then people who know what 'bahn mi' is will get confused and won't find it.

bahn mi in Atlanta
There is a Bahn Mi restaurant on Buford Highway in the 'Ranch99' shopping center. Parking / navigation in the center is tough, but it's worth it. Can't remember the name (maybe it's 'bahn mi'?) but it's on the left side of the shopping center when oriented facing the ranch99 supermarket, about halfway to the last shop closest to Buford highway. Bahn Mi is only available for lunch, but their dinners and appetizers are great too. kind of a dive, but arguably the best bahn mi in town. very inexpensive as i remember too, like 2 bucks for a sandwich or something crazy like that.

-mchrisneglia

The name
This is probably splitting hairs, but being Vietnamese myself, I couldn't help but notice–Bánh is just the Vietnamese word for "bread". Just "bread", not the sandwich itself. For this reason, I propose renaming it to Bánh Mì Ba Leo, the actual name for this sandwich. 70.187.228.170 18:46, 2 August 2006 (UTC)

RE: the name
If you want to make the page better, than write in the article that 'bahn mi ba leo' is the actual name of the sandwich. If you were a vietnamese person, or should you frequent vietnamese restaurants, you would notice very quickly that they always list the sandwich as 'bahn mi'. So, in essence, I believe you are incorrect by trying to name something opposite of convention. This is an article in English, for english-speakers. If you want them to be able to understand what they are reading and help them search to find the article, you would be wise to stay user-oriented and go with convention. If you want to wax academic then go ahead and add that as a pointer to the original article and improve the article instead of talking about it.

kthanks! sincerely mchrisneglia necropost.

The name
The problem i got with it is some of the ingredients and the name LIFE WITH STEPHANIE (discuss • contribs) 16:05, 20 October 2020 (UTC)

title: Cookbook talk:Bánh Mì


text:
Modern History/Space Exploration/Space Race/Apollo Missions

In detailing the history of the Apollo missions, the most compelling question as a historian is, "where to stop?" As mankind's perhaps most significant achievement, the wealth of information regarding the Apollo missions is overwhelming. Below is a brief overview of the purpose, achievements, and some other critical data regarding each mission.

Apollo 1
During a 'plugs-out' (disconnected from any earthbound umbilicals) test, faulty wiring under one of the astronauts seats combined with the cabin atmosphere which was 16 Pounds per square inch (PSI) pure oxygen caused a fire in the cabin, killing all three crew members in less than a minute: Virgil I. ("Gus") Grissom, Edward H. White II, and Roger B. Chaffee. Later missions would use a less combustible mixture of nitrogen and oxygen.

Apollo 4
NASA elected to skip Apollo's 2 and 3 and move directly to mission 4. Mission 4 was the first full test of the Saturn V platform.

Apollo 5
First test of Command Module in space.

Apollo 6
Test of Command Module Heat shield and separation of launch vehicle stages.

Apollo 7
Manned test of the Command Service Module in Earth orbit.

Commander: Walter M. Schirra Command Module Pilot: Donn F. Eisele Lunar Module Pilot: R. Walter Cunningham

Landing Site: Not applicable; did not leave Earth orbit.

Duration: 10 days, 20 hours, 9 min, 3 seconds.

Apollo 8
Manned test of the Command Service Module in Lunar orbit.

Commander: Frank F. Borman, II Command Module Pilot: James A. Lovell, Jr. Lunar Module Pilot: William A. Anders

Landing Site: None; no Lunar Module flown with this mission.

Duration: 6 days, 3 hours, 0 min, 42 seconds.

Apollo 9
Manned test of the Lunar Module in Earth orbit.

Command Module: Gumdrop Lunar Module: Spider

Commander: James A. McDivitt Command Module Pilot: David R. Scott Lunar Module Pilot: Russell L. Schweickart

Landing Site: Not applicable; did not leave Earth orbit.

Mission Objective: Initial test of Lunar Module. Tested LM engines, backpack life support systems, navigation systems, and docking ability.

Duration: 10 days, 1 hour, 0 min, 54 seconds.

Apollo 10
Manned test of the Lunar Module in Lunar orbit.

Command Module: Charlie Brown Lunar Module: Snoopy

Commander: Thomas P. Stafford Command Module Pilot: John W. Young Lunar Module Pilot: Eugene A. Cernan

Landing Site: None; descended to within 14km of lunar surface and returned to orbit.

Mission Objective: 'Dress rehearsal' for Apollo 11 lunar landing. Tested lunar descent and ascent operations.

Duration: 08 Days, 0 hours, 3 min, 23 seconds.

Apollo 11
First manned lunar landing. Command Module: Columbia Lunar Module: Eagle Commander: Neil Armstrong Command Module Pilot: Michael Collins Lunar Module Pilot: Edwin E. ("Buzz") Aldrin Jr. Landing Site: Mare Tranquilatis (Sea of Tranquility) Mission Objective: Land on the moon safely and return safely. Duration: 08 Days, 03 hours, 18 min, 35 seconds.

Apollo 12
Command Module: Yankee Clipper Lunar Module: Intrepid

Commander: Charles P. Conrad, Jr. Command Module Pilot: Richard F. Gordon, Jr. Lunar Module Pilot: Alan L. Bean

Landing Site: Ocean of Storms

Mission Objective: Retrieve parts of lunar probe Surveyor 3, deploy Apollo Lunar Surface Experiments package.

Duration: 10 days, 4 hours, 36 minues.

Apollo 13
Lunar landing was aborted due to failure of the second CSM oxygen tank, and associated collateral damage. Crew was safely returned.

Command Module: Odyssey Lunar Module: Aquarius

Commander: James A. Lovell, Jr. Command Module Pilot: John L. Swigert, Jr. Lunar Module Pilot: Fred W. Haise, Jr.

Landing Site: Fra Mauro (mission aborted)

Mission Objective: Initial mission was exploration in the Fra Mauro lunar highlands. (mission aborted)

Duration: 5 days, 22 hours, 54 minutes, 41 seconds

Apollo 14
Command Module: Kitty Hawk Lunar Module: Antares

Commander: Alan B. Shepard, Jr. Command Module Pilot: Stuart A. Roosa Lunar Module Pilot: Edgar D. Mitchell

Landing Site: Fra Mauro

Duration: 09 days, 02 hours, 2 minutes.

Apollo 15
First use of the Lunar Rover (LRV).

Command Module: Endeavour Lunar Module: Falcon

Commander: David R. Scott Command Module Pilot: James B. Irwin Lunar Module Pilot: Alfred M. Worden

Landing Site: Hadley-Apennine region near Apennine Mountains.

Duration: 12 days, 17 hours, 12 minutes.

Apollo 16
Command Module: Casper Lunar Module: Orion

Commander: John W. Young Command Module Pilot: Thomas K. Mattingly II Lunar Module Pilot: Charles M. Duke, Jr.

Landing Site: Descartes Highlands.

Duration: 11 days, 01 hour, 51 minutes.

Apollo 17
Final Apollo lunar landing. First NASA mission to include a scientist-astronaut (Jack Schmitt).

Command Module: America Lunar Module: Challenger

Commander: Eugene A. Cernan Command Module Pilot: Ronald E. Evans Lunar Module Pilot: Harrison H. ("Jack") Schmitt

Landing Site: Taurus-Littrow, highlands and valley area.

Duration: 12 days, 13 hours, 52 minutes.


text:
User:Hyacinth

See: w:User:Hyacinth.

Created by me:
 * New standard tuning
 * Image:New standard tuning.png
 * Image:C major chord in new standard tuning.png
 * File:C major chord in new standard tuning.mid
 * Image:D major chord in new standard tuning.png
 * File:D major chord in new standard tuning.mid
 * Image:Open fifths on D in new standard tuning.png
 * File:Open fifths on D in new standard tuning.mid.

title: User:Hyacinth


text:
Music Theory

This book discusses tonal music theory, specifically of the common practice period onwards, including jazz, blues, rock, and other modern styles. It focuses mostly on Western (i.e., Western European, Euro-American, and Afro-American) styles, however, all styles of music are discussed.

Basics

 * /Introduction/
 * /How to read Music/
 * /Music Notation Systems/
 * /Rhythm/
 * /Scales and Intervals/
 * /Modes/
 * /Chords/
 * /Chord Structures/
 * /Consonance and Dissonance/

Common Practice Styles

 * /Fundamentals of Common Practice Music/

Harmony

 * /Triads/
 * /Seventh chords/
 * /Functions/
 * /Cadences and Progressions/
 * /Secondary dominant/
 * /Dominant substitute/
 * /Reharmonization/
 * /Voicing/

Modal Harmony

 * /Modes/

Tones, overtones, and harmonics

 * /Harmony/
 * /Counterpoint/
 * /Form/

Beyond the Basics

 * /The Physics of Music/
 * /Finding the Key and Mode of a Piece/
 * /Playing by Ear/
 * /Complete List of Chord Patterns/
 * /Modulation/
 * /Chromaticism/
 * /Syncopation/

Modern Styles

 * /Barbershop/
 * /Blues/
 * /Country/
 * /Dance/
 * /Folk/, Old Time, Bluegrass, etc.
 * /Funk/
 * /Hip Hop/, Rap, etc.
 * /Hymn/
 * /Jazz/, incl. Swing
 * /Metal/
 * /New Age/
 * /Pop/, Pop/Rock, etc.
 * /Punk Rock/, Hardcore, Pop-Punk, etc.
 * /Reggae/
 * /Rock/, Hard Rock, etc.
 * /Samba/
 * /Ska/
 * /Miscellaneous Styles/
 * /R&B/
 * /Reggae/

Styles in the Western Classical Tradition

 * /Plainsong/
 * /Early Western European/
 * /Renaissance/
 * /Baroque/
 * /Classical/
 * /Romantic/
 * /Atonal/
 * /Serialism/
 * /Spectralism/

Traditional and Folk styles

 * /African/
 * /Arabic/
 * /Calypso/
 * /Celtic/
 * /Chinese/
 * /Eastern European/
 * /Indian/
 * /Japanese/
 * /Korean/
 * /South East Asian/

Composing

 * /Necessary Tools/
 * /Software Needed/
 * /Four Part/
 * /Melody(Soprano)/
 * /Phrasing/
 * /Bass/
 * /Alto And Tenor/
 * /Counterpoint/

Appendices

 * /Authors/
 * /Real Book Errata/

Musiklehre Teoría musical Bases de solfège Teoria musicale 音楽理論

title: Music Theory


text:
User talk:84.66.127.171

Tip: You can use the Sandbox for testing. Thank you very much for clearing up your changes after you saw they work. I hope you will contribute to the lucid dreaming wikibook in future. r3m0t (cont) (talk) 09:49, 23 Apr 2004 (UTC)

title: User talk:84.66.127.171


text:
Scouting/BSA/Wilderness Survival Merit Badge

Requirements
Requirement 1a:Explain to your counselor the hazards you are most likely to encounter while participating in wilderness survival activities, and what you should do to anticipate, help prevent, mitigate, or lessen these hazards.

COMMENT: While risk reduction is an important concept and while this requirement opens the way to learning about the previously-omitted hazards that cause 75% of wilderness fatalities, this new requirement overlaps requirements 1b, 3, 4, 5, 6,  7, 8, 9, 10, 11, and 12.

Requirement 1b:Show that you know first aid for and how to prevent injuries or illnesses likely to occur in backcountry settings, including hypothermia, heat reactions, frostbite, dehydration, blisters, insect stings, tick bites, and snakebites.[emphasis added]

COMMENT: A great improvement over prior language that required knowledge of first aid for all possible illness or injuries. However, still omits listing first aid for heart attack and drowning, which cause about half of all wilderness fatalities, and omits first aid for falls, which cause kill about another 25%. Still omits animal bites (rabies and plague).

Requirement 2:''From memory, list the seven priorities for survival in a backcountry or wilderness location. Explain the importance of each one with your counselor.''

Page 20 of the pamphlet states that there is "an order of priority" for seven "priorities for survival" without reference to the actual facts on the ground. The official priorities are, in this order:

A. "STOP" (Stop/Think/Observe/Plan, a tool to help you think properly about how to deal with a survival situation and establish what you need to do and in what order.  Admitting there is a problem and thinking about it in a positive, productive, and creative fashion increases the chances for a good outcome.  Control your fears and avoid panic. Decide to live. Focus on what you can do --- not what you cannot do.  Analyze your situation and plan a course of action only after considering all of the aspects of your predicament and keeping in mind your safety at all times. Don't make unnecessarily quick judgments. How you think about your situation is the key to survival in an outdoor emergency.

B. First Aid - Serious first aid problems need to be dealt with consistent with proper mental approach. First aid may be your top priority. Scouts are far more likely to have needed first aid information and skills than the general population.

C. Shelter - Staying at or near 98.6 F is essential to survival. If the survival situation takes place in dangerous cold or heat, getting sheltered as best you can (starting with clothing) is critical -- first priority.

D. Fire - Fire is not a survival need but a tool that addresses several survival needs, including staying at 98.6 when it is cold; signaling; purifying water; and boosting your morale.

E. Signaling - If you are lost and want to be found than make yourself visible. A "signal" is something that stands out from the surroundings by virtue of its color, movement, sound or shape.

F. Water - Water is often critical to survival. In great heat, water may be needed in a few hours. Dehydration interferes with the functioning of our bodies, including thinking straight.

G. Food - Food is listed last in the pamphlet and is apparently not regarded as a priority at all: Don't worry about food. However, food is an important necessity, however, not as important as water.

COMMENT: The requirements ignore the need to navigate safety to avoid trouble or deal with it ("self-rescue") and the needs to conserve energy and sleep. These are critical omissions and conflict with other official B.S.A. literature..

While the pamphlet discusses the importance of leaving trip information with responsible parties who will "miss" you, that critical tool does not find its way into the requirements.

Requirement 3:Discuss ways to avoid panic and maintain a high level of morale when lost, and explain why this [sic] is important.

COMMENT: Former editions of the pamphlet required that the candidate explain how to maintain a "positive mental attitude" without expressly explaining how that objective could be accomplished. The 2008 edition (the 2007 edition with colored pictures) urges in the text (p. 19) "Keep a Positive Attitude," explained as a "conscious choice to . . . endure." It then discusses the STOP process as the invariable first "priority," implying that STOP is a way to maintain a positive attitude, avoid panic, and maintain morale.

OTHER COMMENTS: (a) Be positive about your problem situation. Things have gone wrong, but you are NOT helpless. There ARE things you can do to make the situation better. As a Scout, you have skills and experience that will help. Having a shelter and fire (light) built before dark helps you conclude that you are safer and that you will make it through the emergency. Getting dark? So what? It gets dark on every campout you have experienced. Noises in the dark? That's normal. Nothing new there. You left a Trip Plan at "home," so you will be missed, and help will be on the way.

(b)Thinking realistically and creatively are keys to survival.

Requirement 4:Describe the steps you would take to survive in the following conditions:
 * a. Cold and snowy
 * b. Wet (forest)
 * c. Hot and dry (desert)
 * d. Windy (mountains or plains)
 * e. Water (ocean or lake)

COMMENT: The pamphlet vastly overrates waterproof-breathable garments and ignores the existence of polyester, dating the material to a period decades ago when the first waterproof-breathables were uncritically hailed, "polypro" was king, and wool was the number 1 insulation layer.

The pamphlet inconsistently suggests both t-shirts and shorts and long-sleeved shirts and trousers for "hot" weather and shows many illustrations of Scouts at Philmont in t-shirts, shorts and no head ware whatsoever ("Crispy Critters")

Requirement 5:Put together a personal survival kit and explain how each item in it is useful.

COMMENT: The text does not explain the reasoning behind a "personal survival Kit" (AKA "PSK"); namely, a collection of basic gear so small and light that one will never be tempted to leave it behind. The pamphlet confuses a PSK with the "Ten Essentials" approach to selecting gear for a wilderness trek.

Requirement 6:Using three different methods (other than matches), build and light three fires.

COMMENT: While the text (p. 29) recognizes that the survival need is an ability to start a fire with something other than "matches and lighters," the requirement continues to technically allow any means other than matches (such as a butane or propane torch).

Much of the information in the pamphlet on fire-building is incorrect. Hard woods, such as oak, are poor choices for fire-by-friction. The illustration that accompanies the discussion of natural flint and steel is a ferrocerium rod (man-made "flint" like that in a cigarette lighter or "Hot Spark"), and such a tool would easily be broken if you "strike the steel against the edge of the flint" (not that the ferrocerium rod has an edge)(The correct technique is, of course, to scrape the ferrocerium rod with a sharp, hard edge.)  Charred cloth is not mentioned but is almost essential for most to make fire-by-friction or with natural flint and steel. Natural "flint" is not common in much of North America. Best firewood is not "dead and downed," but is dead and attached to the tree or shrub (The pamphlet amazingly advises that Leave No trace be followed even in a survival situation. Inconsistently, it also says the opposite.) The Teepee Fire lay has become the only lay illustrated in Scout literature, and it is the only lay illustrated in the pamphlet. There are other, more effective and secure fire lays, such as the Log Cabin or Hunter's Fire.

Requirement 7:Do the following:
 * a. Show five different ways to attract attention when lost.
 * b. Demonstrate how to use a signal mirror.
 * c. Describe from memory five ground-to-air signals and tell what they mean.

COMMENT: Smoke signals can be seen for miles and fire is visible even further in the dark. A whistle can be heard for greater distances and uses far less energy than yelling. A mirror or other object that reflects the sun can make you visible to a helicopter or plane. Millions of people have been trained that three flashes, three whistle blasts, three smoke signals - three of any signal - stands for distress (HELP!).

Requirement 8:''Improvise a natural shelter. For the purposes of this demonstration, use techniques that have little negative impact on the environment. Spend a night in your shelter.''

COMMENT: B.S.A. is trapped between Leave No Trace and the wishes of property owners on one side and, on the other, a desire for candidates to learn something about building an expedient shelter from leaves, grasses, and branches. So they try to have it both ways: "natural" but with "little impact on the environment." ("Unnatural" materials are only available around Halloween.) A realistic requirement would be to make a shelter from one or two plastic trash bag(s)and a framework of light, dead branches -- unless the situation allows building an expedient shelter from vegetation. The main "takeaway" from building a brush shelter is that Scouts almost invariably greatly underestimate the time and work required to build a shelter that insulates and keeps out rain.

Be creative and use your surroundings the best you can. The shape of the ground may block wind in some places, as can trees or brush. If cold, try and find shelter and build a safe fire. If in really hot weather get out of the sun and dry wind. In the cold it may be easier to sleep in the day and stay awake at night by a warm fire. In very hot weather you may also want to seek shelter and/or sleep during the day. The pamphlet illustrates Scouts inadequately dressed for hot, sunny conditions and gives inconsistent advice on wilderness clothing.

Requirement 9:Explain how to protect yourself from insects, reptiles, and bears.

COMMENT: Omits very significant categories of animals with which there are unpleasant interactions: 1) homo sapiens; 2) rodents and other small mammals

Partial overlap with Requirement 1.

Requirement 10:Demonstrate three ways to treat water found in the outdoors to prepare it for drinking.

COMMENT: The discussion of chemical disinfecting of water is incorrect. While they eliminate some risks, chlorine (except Chlorine dioxide) and iodine are not fully reliable to treat wild water according to all private and public authorities (W.M.S.; Red Cross; Mayo Clinic; U.S.C.D.C; U.S. Surgeon General; U.S.E.P.A.), as is pointed out in other B.S.A literature.

There is inadequate discussion of where water is more likely to be found in nature. There is no discussion of field-expedient filtering. Only commercial filters are discussed. There is no discussion of: digging mini wells next to a body of water; SODIS (q.v.); or boiling without metal containers. There is no discussion of gathering dew or use of transpiration bags.

The combination of any commercial filter AND chlorine or iodine is extremely safe. Newer filters eliminate all microorganisms.

Requirement 11:Show that you know the proper clothing to wear in your area on an overnight in extremely hot weather and extremely cold weather.

COMMENT: While layers are mentioned, there is no explanation of what materials or construction are used for different layers. Polyester fleece is not mentioned, nor are polyester wicking garments. Though polypropylene is mentioned, it is obsolete when compared to polyester wicking garments.

There is no mention of clothing as a barrier to insects, thorns, poisonous plants, or other sources of abrasions and cuts.

The MBP suggests a brimmed hat for warm weather, omitting the need to avoid sunburn in cold weather. It repeatedly shows illustrations of Scouts in sunny mountain scenes with no hats whatsoever.

There is no discussion of eye protection from solar radiation in summer or when snow covers the ground.

Requirement 12:Explain why it usually is not wise to eat edible wild plants or wildlife in a wilderness survival situation.

COMMENT: Food is a need but is usually the least important wilderness survival need. A person can typically survive for many days without food. While you should use whatever food you have with you, gathering wild food uses energy and is unlikely to produce as many calories of energy as you use up trying to gather it. If you can acquire food easily then go for it. (Eating proteins and carbohydrates increases dehydration if water is in short supply.)

OVERALL COMMENT: There is good information in the MBP, but also internal conflicts, conflicts with other B.S.A. literature, omissions, and simply incorrect information. There is no table of contents and the material does not track the requirements.


text: Talk:Scouting/BSA/Wilderness Survival Merit Badge


text:
Dichotomous Key/Myriapoda

This is a Dichotomous Key for the Myriapods.

1

 * Diplopoda: Two pairs of legs per segment.
 * 2: One pair of legs per segment.

2

 * Symphyla: Twelve trunk segments present.
 * Pauropoda: Eleven or fewer segments present.
 * 3: More than twelve trunk segments present

3

 * Chilopoda: First appendages modified into venom claws called forcipules.

title: Dichotomous Key/Myriapoda


text:
Perl Programming/Beginning exercises

These are a set of eight exercises that can be used to test your ability to write Perl programs. In some cases, these exercises might include material not covered from the textbook; in those cases, you may have to consult your platform documentation to identify a necessary function or otherwise implement one yourself.

 * ../Exercise 1/
 * ../Exercise 2/
 * ../Exercise 3/
 * ../Exercise 4/
 * ../Exercise 5/
 * ../Exercise 6/
 * ../Exercise 7/
 * ../Exercise 8/

title: Perl Programming/Beginning exercises


text:
User talk:Dpopov~enwikibooks

Please use the preview button instead of making so many consecutive edits. r3m0t (cont) (talk) 20:42, 23 Apr 2004 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Dpopov. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dpopov~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 23:10, 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) 04:54, 19 April 2015 (UTC)

title: User talk:Dpopov~enwikibooks


text:
Perl Programming/Getting started

Getting Started
This book assumes that you know absolutely nothing about programming at all and that Perl is your first language. However, basic operations such as making text files are outside of the realm of this tutorial.

Obtaining Perl
To find out, if you already have Perl installed on your computer, go into the command line and type:

This will display which version of Perl you have installed on your computer, if it is installed.

There are at least two easy ways to install Perl on Windows: the ActiveState distribution, and the Strawberry Perl distribution. Both are downloadable as native Windows installers. ActivePerl has a prebuilt package repository and is supported by a corporation, while Strawberry Perl includes a compiler (gcc) so that perl modules can be installed "on the fly" and is community-supported.

Most Unix-like operating systems will include Perl by default, and Linux Standard Base mandates that all compliant Linuxes ship with Perl installed. However, if for some reason you don't have perl, you can explore the options available to you at the main Perl download page, which will provide links to source and binaries.

A sample program
Perl is an interpreted language, which means you will always need the Perl interpreter which will compile and execute your program each time you run it. Instead of compiling your program into bytecode, like in C++ or Pascal, and then executing it, you can simply copy your program's source code to a different computer (that has the Perl interpreter) and run it.

For our first example, run your favorite text editor, and type something like this:

If you don't understand this yet, don't worry; This will be explained in more depth later.

Save the file as myprog.pl and you have a Perl program ready to run.

Windows
To run a Perl program with a modern version of ActivePerl installed, you simply click on it. If the screen flashes and you can't see the output you might have to execute the file from within the windows shell (ie. cmd.exe or PowerShell). With Strawberry Perl, you'll have to execute a Perl program from the command line as shown below.

From a Windows command-line interface, you can run the program thusly:

C:\> perl path\to\foo\myprog.pl

or, if perl.exe is not in your path:

C:\> c:\perl\bin\perl.exe myprog.pl

Note: You may have to specify the full path to your program unless you are running the command prompt in that directory.

UNIX-like systems
You can run a Perl program by running perl itself, and telling the shell the name of the file:

perl myprog.pl

Usually, Perl programs are made executable on their own. This involves two changes to the sample program. First, edit it and put the following shebang line at the top of the file:

Then, at a command prompt, make your program executable by using chmod.

Your program is now executable and ready to run, just like any other file. To execute, type:

By convention, .pl identifies a Perl script, and .pm a Perl library. The .pl file extension isn't needed for either of these examples; it's just a useful way of identifying files. The only time the convention should be violated is if the program is to be installed outside of the current working directory, and there runs a chance you might want to some day rewrite them in a different language.

title: Perl Programming/Getting started


text:
Perl Programming/Exercise 1

Getting started, displaying text
Task: Create a Perl program which displays "Hello world" and then exits.

Displaying numbers
Try doing these few excercises yourself
 * Put the number 4000/7 into a variable, and display it on screen.
 * Adapt the program to display the number to 3 decimal places. (Hint: The well-known printf works in Perl!)
 * Adapt the program to round up if the last decimal place is greater than 5
 * Adapt the program to display the number with leading zeros
 * Adapt the program to show a + sign if the number is positive, and check that it correctly displays a - sign if you subtract 1000 from the number.

Functions
Write a function to calculate the roots of a Quadratic equation, where you give the coefficients a,b,c to the function, and it returns both the values of x

Putting it all together
Put together these programs into one which:
 * Displays a title on screen
 * Creates 3 random numbers (a,b,c)
 * Displays those numbers neatly formatted
 * Uses those numbers as the coefficients of a quadratic equation, calculates and displays both roots.

Answers

Next exercise

title: Perl Programming/Exercise 1


text:
Perl Programming/Exercise 2

A. Input from the keyboard

 * 1) Write a program which asks for a line of text to be entered on the keyboard, and then displays that text on screen.
 * 2) Modify the program to ask for 3 lines of text, and display them on one line with a | symbol between each input.

Input from the command-line
Write a program which you can call like so:

perl myscript.pl "Argument 1" "Argument 2" "Argument 3"

The program should take as many command-line arguments as are available, and display them on screen.

Input from a text file
Create a text file containing the following 3 lines:

This is line one This is line two This is line threes

Write a program which reads the file, and displays all the lines of text. Modify it so that the whole file is output on one line with | characters between each input. use strict; use warnings;

open MYFILE, '3lines.txt'; foreach(){ chomp; print $_," |"; }

output: This is line one | This is line two | This is line threes |Press any key to continue. ..

Putting it all together
Using the program from exercise 1, write a program which takes three numbers as command-line arguments, and solves the quadratic equation where those numbers are the coefficients (a, b, c). Print the roots.

If no numbers are available from the command-line, prompt the user to type each number at the keyboard.

If the first command-line argument is -h or --help, display some instructions on how to use the program.

Answers

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title: Perl Programming/Exercise 2


text:
Perl Programming/Exercise 3

Reading and writing files
Write a program to read a file from disk, and save it as a new text file. (make sure you're not working with an important document!) Try downloading a public-domain book  to test how your program works with large text files.

Using regular expressions to search text
Modify your program to copy only lines of text which start with "Chapter 1" or other such identifier. Try identifying each chapter number as it's found and doing some simple maths with it. Display the number of chapters in the book, with how many lines each chapter contains.

Put a regular-expression in to search for repeated repeated words in the text. Make it find repetitions even when the capitalisation of the words is different.

Try to search for words beginning in de and ending in a vowel. Write a search to identify numbers in the text, whether they've got decimal places, - signs, etc. If you want, you can try to find them if they're written as text.

How many distinct proper nouns are there in the book you've selected? How many questions?

Doing search-and-replace
Modify the file-copy program so that it searches for each instance of one word, and replaces it with another word in the output file. Check that the program has operated correctly. Would you trust it with an important document yet?

Write a program to capitalise the first letter of each sentence, and test it. Make sure it's not being misled by full-stops in numbers, abbreviations, and titles.

Write a program to search for numbers in a book, and add 10 to each number. Write a program to search for expressions in brackets (10+3/2) and replace them with the result (11.5). Check that it doesn't do anything dangerous when you write (print "hello";) some code in the expressions.

Benchmarking your programs
Using either the Time::HiRes module, or a benchmarking module, modify one of your programs to display the time taken to run.

Try using a benchmarking system to identify which line of code takes the longest to run on one of your programs. Which line of code gets run the most often?

Putting it all together
Write a program which searches a directory for files which match a supplied regular-expression. Display how long it took to run the program on a particular set of directories.

Modify the program to search a directory-tree, rather than just one directory.

Test how different search requests affect the time taken to do the search. See if you can find a regular-expression which never finishes (hit ctrl-c to stop a busy Perl program). Then try to re-write that regular-expression to do the same job but faster.

Answers

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title: Perl Programming/Exercise 3


text:
Perl Programming/Exercise 4

Documenting your program
Using a technique called "Plain old Documentation" (POD), take one of your Perl programs, and write about what it does, how it works, and what options it accepts. You will need to write the documentation in the same file as the Perl program, using the special POD markup language

Check that your program still runs correctly with the documentation embedded in it.

Using the pod2text tool, create a text-file help file for your program, and check that it's nicely formatted and easy to read. (You will need to run a conversion program to extract the documentation from your program into a text-file)

Creating HTML documentation
Using the POD toolkit, extract the documentation from your Perl program into an HTML file. Open the HTML file with your browser and check it's nicely formatted and easy to read.

If you like to use LaTeX or man, try compiling your documentation as LaTeX or Troff files, respectively.

Writing a test-suite
Find a testing framework which will allow you to write tests for your Perl program, to automatically test its functionality. Taking a complex program from a previous exercise, write tests which check for correct behaviour in each part of your program.

Insert a deliberate error in the program being tested, and check that the error is spotted by the test-suite. See whether you can make the program display incorrect results and still pass the test-suite. (if so, modify the test-suite to detect this incorrect version of the program)

Re-write the program from scratch using a different method for some of the functions. Check that the new program passes your test-suite.

Putting it all together
Write a program which scans a Perl script and displays the size of the program, the number of comments, and calculates the density of the program (number of statements divided by lines of code)

Display the value of the program by looking-up an estimate of how much it costs per line of code to develop a program in industry.

Display the estimated number of errors in the program by looking-up the expected number of errors per thousand lines of code for an average program.

Write the documention and test-suite for your new program.

Download a random perl script from the internet, and see how it matches up on your code-quality meter.

Answers

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title: Perl Programming/Exercise 4


text:
Perl Programming/Exercise 5

Temperature Converter
Write a program that takes in a temperature (either Celsius or Fahrenheit) and converts it. The program will know what to convert it to through interpreting the last character in the input string, which will either be an 'F' (for Fahrenheit) or a 'C' (for Celsius). So, for example if the user were to input 10C, the program will output 50F (the output should be to the nearest whole integer). If the end character in the input string is not equivalent to an F or a C, the program should handle the error appropriately.

For extra points, have the program print out its opinion on the temperature. For example, if the user were to input 50F, the program would say "10C, that's cold!".

Answers

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title: Perl Programming/Exercise 5


text:
Perl Programming/Exercise 6

Answers

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title: Perl Programming/Exercise 6


text:
Perl Programming/Exercise 7

Answers

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title: Perl Programming/Exercise 7


text:
Active Server Pages/Differences between ASP 3.0 and ASP.NET

The most important difference between ASP and ASP.Net is that ASP uses interpreted VBScript or JScript, and ASP.net uses any .Net language (including VB.Net, C#, J#, etc.) compiled.

ASP 3.0 left all its code in the front of the application. There was no way for a programmer to "hide" the sensitive code which he or she may not want anybody to see. The fact that the code was interpreted also slowed performance. ASP.NET allows the programmer to create dynamic link libraries containing the sensitive code. This may be a disadvantage from an open-source perspective but compiling code into dll's greatly improves performance.

ASP.NET is firmly rooted in XML. Customarily, the dlls that ASP.NET creates start out as namespaces. All of the classes in the namespaces are then compiled into a single dll binary.

 * 1) ASP is mostly written using VB Script and HTML intermixed. Presentation and business logic is intermixed while ASP.NET can be written in several .NET compliant languages such as C# or VB.NET.
 * 2) ASP has maximum of 4 built in classes like Request, Response, Session and Application whereas ASP.NET using .NET framework classes which has more than 2000 built-in classes.
 * 3) ASP does not have any server based components whereas ASP.NET offers several server based components like Button, TextBox etc. and event driven processing can be done at server.
 * 4) ASP doesn't support Page level transactions whereas ASP.NET supports Page level transactions.
 * 5) ASP.NET offers web development for mobile devices which alters the content type (wml or chtml etc.) based on the device.
 * 6) ASP.NET allows separation of business and presentation logic because the code need not be included directly in the *.aspx page.
 * 7) ASP.NET uses languages which are fully object oriented languages like C# and also supports cross language support.
 * 8) ASP.NET offers support for Web Services and rich data structures like DataSet which allows disconnected data processing.


text:
User:Get-back-world-respect~enwikibooks

Vocabulary Project
I have written a program for learning vocabulary. It is based on the belief that it is best to learn foreign words by learning typical sentences. The program can also be used for learning other stuff that works with the question/answer scheme, e.g. the theory for the driving licence or anatomy. Unfortunately I wrote it in qbasic, which can be downloaded here. It also uses images and sound files for alternation and in order to work on the pronunciation. If you are interested let me know. I currently have files in English, French (with sound), Spanish, Portuguese, and Catalan. Corrections or additions are very welcome. The easiest thing to start with for improvements would be adding new vocabulary, sound files or images. A guide to the program will follow soon, although I think it is rather self-explanatory. In the long run the program should be rewritten in a better language. Afterwards it should be possible to switch languages within the program. Up to now there is a different version of the program for each language.

Note for Mac users: It seems to me that this page describes how to use qbasic on a Mac: http://www.robotstore.com/download/Stamps_on_iMac_2.13.pdf Please let me know if this is helpful.

title: User:Get-back-world-respect~enwikibooks