text:
The text of this book is from a publication prepared by the
Commonwealth Travelling Commissioner, Mr. George Witchell,
Scout Headquarters, London, and has been adapted for Rhodesian
conditions, We acknowledge with thanks the Commonwealth
Commissioner's permission to use this text.
Published by Brother John M Wilcott, with authority of
Territorial Headquarters, Boy Scouts Association of Rhodesia.
The Scout Movement is the biggest uniformed organisation for boys and young men in the world. It has more than 11 million members in over 80 countries of all races and religions.
Scouting gives boys healthy and useful enjoyment in their spare time but its real aim is much more important. Scouting aims to make boys into good citizens, able to look after themselves and their families, who will serve their religion and their fellow men.
Here is a little book that has been written to help Scout Leaders. There are many books on Scouting and this one tries to include some of' the practical straightforward ideas of Troop Scouting which can be done by an ordinary Scout Leader.
Most Scout books are written for Scout Leaders in countries where it is possible to buy a lot of equipment, and where the weather is cool. This book is for those who live in warm countries, and has been specially adapted for the rural troops in Rhodesia.
Your job as a Scout Leader is to train boys to become good citizens. You will help them learn to look after themselves wherever they may be, in their village or in the bush. You will train them to accept responsibility and to get practice in leadership themselves. Scout training is in addition to what boys learn at home and at school. As leaders we must understand what we are trying to do. We do not expect the Scouts in our Troop to understand all these things so we teach them through games, camping, and other outdoor activities.
Scouting is for ALL boys who want it, and it is hoped that this book will show that you can have good Scouting without spending a lot of money, and that boys in any country can be trained to grow into useful good men.
The Scout Leader's first duty is to train his Patrol Leaders so that they can train the Scouts in their Patrols.
He will also have to organise Troop meetings, camps, expeditions and other activities with the help of the Patrol Leaders Council.
He must have at least one Assistant Scout Leader to make sure that the Troop can still carry on when the Scout Leader moves away or is ill. In fact, he will not be permitted to start a Troop unless he has at least one Assistant.
There are separate chapters on the Patrol system, programme planning for Troop meetings, and the training of Scouters.
Every Scout Leader should have his own copy of "Scouting for Boys", and of "Good Scouting", so that he knows what Lord Baden�Powell, the Founder of Scouting, has written about it, and knows the rules he must keep and the tests for the badges that his Scouts must pass.
Troop meetings should be regular, meeting at the same time on the same day of each week if possible.
Many Scout Leaders are also school teachers and have the same boys in the Scouts as they have at school, and meet on the school premises. It is important that these Scout Leaders understand that they must not run the Scouts like another school lesson. The Scout training method is quite different from the school training method. Scouting should always be run out of doors if the weather is fine, and not in the classroom. If possible, they should meet away from their school.
Most people will agree that to become a good school teacher, it is necessary to have special training. It is also necessary for a Scout Leader to have special training if he is to become a good one. It is necessary to learn the job of a Scout Leader before you start, although you never stop learning new things in the Scout Movement.
This can be done by visiting a good Scout Troop if possible or by help from a good Scout Leader, and by reading books.
A Scout Leader must always set a good example to his Scouts, especially in such matters as his religious duties, honesty, efficiency, the keeping of the Scout Promise and Law, and smartness and cleanliness of correct uniform.
The Scout Leader is the adult leader of a Troop of Scouts and the boys will copy him. A good Scout Leader always has a good Troop.
The first thing that must be done is to get permission to start a Scout Troop. The Scout Commissioner for the District where you want to run a Troop must give permission before anything is done. If you do not know who the Scout Commissioner is, or if there is none, it is best to write to Scout Headquarters, P.O. Box 669, Salisbury, and they will let you know where to apply for a warrant as a Scout Leader.
Preparing Yourself
No man can teach something he does not know, so every Scout Leader must learn as much as possible before he starts anything. Read the book which started the Scout Movement, "Scouting for Boys", by Lord Baden�Powell. This has been translated into many languages, and it gives the ideas of the Founder on what Scouts should do. Read also "Good Scouting", written by Claude Cook especially for Scouting in this country. It will also be necessary to know the rules of the Scout Association. Each country has its own book of rules, and it is often called "Policy, Organisation and Rules".
In this country, the Scout Movemont will not permit a man to start a Scout Troop before he has had some practical training, either with another good Scout Troop, or by attending a short training course. The Scout Commissioner will be able to give you the arrangements for these.
Open and Sponsored Troops
There are two kinds of Scout Troops � an "open" and a "sponsored" Troop. An open Troop is one which lets any boy of the right age join, and a sponsored Troop is one attached to a school or church, and only boys of the right age who belong to that school or church can join.
A sponsored Troop has a "Sponsoring Authority", usually the headmaster of the school, or the priest, minister or the one in charge of' the church. This Sponsoring Authority must approve of a Troop being run in connection with the school or church and must approve of the Scout Leaders and Assistant Scout Leaders.
Meeting Place
If the Scout Troop meets in the daytime it is best to meet in the open air. Try to get a place in the bush rather than the school playing field. If the meetings are at night it ill be necessary to have some lighting, and some Troops use pressure lamps hung on trees. Of course, in the rainy season it will be necessary to meet indoors, but always try to be out in the open whenever possible.
Always start with a few boys only. Six or eight boys who are keen to
join will make a good number. These will make the first Patrol. The Scout Leader
must make sure that those boys are trained really well, and that they understand the Scout Promise and Law, and the other tests that must be passed before they can become Scouts. With six or eight boys it is possible to train each one thoroughly, and right from the start they should, if possible, go camping and go on expeditions.
When these boys have passed their Scout Badge tests and have been invested as Scouts, the Scout Leader should be able to pick out the two best boys as Patrol Leaders and another two as Assistant Patrol Leaders. Then another six or eight boys can join and the Troop will have two Patrols, half of each Patrol being new boys. Never try to start a Troop with more than eight boys.
Scouts are 11 years to 18 yeers old. Do not choose boys to start a Troop who will soon be too old, or will he leaving the school next term if it is a school Troop. Get boys who will have at least three years in the Troop. Choose boys who are likely to make good Patrol Leaders and Assistant Patrol Leaders, as all of them may have the chance to be one or the other.
Boys do not belong to their school teacher or Scout Leader; they belong to their parents. Before a boy is taken into the Troop, his parents should give permission for him to do so. It is a good thing for the Scout Leader to visit the parents of his boys if this is possible. He can then explain to them what Scouting is, and get their agreement. Also, by getting parents interested and knowing something about Scouting, it will help the Scout Leader when he wants the parents to buy uniform or give permission for their boys to go to camps or rallies. No parent is going to help his son to be a good Scout if the parent knows nothing about it.
Troop Meetings
The Troop meeting is usually held regularly each week, lastint about two hours. There should also be other meetings for hikes and expeditions whenever possible. Also weekend camps should be organised if possible. Each Patrol should meet on its own every week in addition to the Troop meeting. The programme for the Troop meetings are the responsibility, of the Scout Leader with the help of the Patrol Leaders Council, but the first few meetings must be very carefully arranged by the Scout Leader to make sure that each boy receives good progressive training, and serves as examples of good progranme planning.
Every Troop should pay its own way. In most countries the Scouts themselves pay a small weekly subscription and the spending of this money is dealt with by the Patrol Leaders Council. There are rules about the ways that can be used to get money for the Scouts and these rules must not be broken. For example, the Scouts may have a garden and grow vegetables, or keep chickens or animals to sell for money for the scout troop. Careful accounts must be kept for all money received and how it is spent. It belongs to the Troop and not to the Scout Leader.
Boys like to wear uniform, but no boy should be allowed to do so until he has passed his Scout Badge test and is a properly invested Scout.
The uniform is kept as simple as possible so that the boys with very little money are not stopped from becoming Scouts in uniform. Scouting is not only for boys with money. Each Troop has a different coloured scarf, and the Scout Commissioner gives permission for the colour to be used. This is usually chosen by the Patrol Leaders Council, but if they choose a colour used by a nearby Troop, the Commissioner will usually ask them to choose another colour.
Whatever your uniform, it must be kept clean and tidy. We must train our Scouts to look after their own uniforms properly. In some troops, the school uniform is used with a scarf as Scout uniform.
Group Council
The Scout Leader should know that it is a good thing to form a Group Council if this is possible. In many countries, it is a rule that one should be formed.
A Group Council is composed of the Sponsoring Authcrity (if there is one), important local people, parents of the boys, and any other adult interested in the Troop, who are invited by the Scout Leader to serve on the Council.
This Council is not concerned in any way with the actual training of the boys, but it can take care of Troop funds and help in many ways such as helping to find suitable Assistant Scout Leaders, supporting money raising efforts, and perhaps helping to organise the making of uniforms.
Others matters to remember
Each Scout is expected to belong to a church or faith and attend its meetings. The Scout Leader must set a good example of duty to his religion.
The Scout Movement has no connection with any political party, and Scouts and Scout Leaders are not allowed to wear Scout uniform at political meetings or activities, and must not attend such functions as a representative of the Scouts.
A man who starts a Scout Troop must always make sure that he keeps the rules. If a football team wants to play football, it must keep the rules of the game, or it is not football. A Scout Troop that does not keep the rules is not a real Scout Troop.
It is not possible to play football without a ball. In the same way, not possible to run a Scout Troop without some simple equipment. Remember that it is always better to make something than to buy it in a shop. Boys should learn to mkc for themselves as much as possible. Here are some useful things each Troop will need.
If you live in an area where sisal grows it is easy to make rope from sisal fibre. Hope can also be made from bark or grass. Any rough grass that grows in tufts is suitable.
Do not let Scouts kill trees to
get the bark, and always cut the grass and do
not pull up the roots.
When the long strong fibres frcm the bark or the grass has been tested to make sure that they do not break when bent, twist them carefully in a clockwise direction, (to the right) with the fingers. This will make a strand, and each strand must be the same thickness. Than take two or three strands and put them together by twisting them in an anti�clockwise direction (to the left). The picture shows how it can be done.
Scouts can make two ropes, each six feet long, one for themselves and one for the Troop.
One compass for each Patrol will be required. These need not be expensive ones. It is possible to make your own compass with a needle, a magnet, a cork and a postcard. This is the way to make one:
Take a needle and "magnetise" it by stroking it about 20 times with one end of the magnet in the saame direction each time. Now push the magnetised needle through the cork.
Cut the card in a circle, a little bigger than the cork and draw the points of the compass on it. Put the cork and needle in water so that the cork floats. One end of the needle will point south, and the other north.
Fix the card on to the cork so that north and south are in the correct places, and you have made a compass. The pictures show you how to do it.
Every Scout wears a scarf which can be used as a triangular bandage. It is wise to make your Scout scarves the right size for this. A square of cloth 3 feet by 3 feet cut from corner to corner will make two scarves.
The Troop should have a copy of "Scouting for Boys" and of "Good Scouting" in addition to the Scout Leader's own copies. There are many books which you can buy if you have the money. In additian to a record book to keep a register of the Scouts and the tests they pass, it is a good thing to have a book of games and a prayer book. Notebooks and pencils can either be Troop property or can be supplied and kept by the Scouts.
Either a national flag or a Scout flag, with ropes to put on a flagstaff, is used by many Scout Troops.
First Aid Box
A good Troop has a box of first aid equipment in case of need. Also, it is a good idea to have some old bandages which are only used for practice. Here is a simple list of what your First Aid box should contain:
� Carbolic soap - one small piece - for washing hands before attending to patient.
� Salt - in a plastic bag or in a bottle - for making sterilising Solution with water to wash the wound, and if necessary on the dressing.
� Sterile dressings � one medium, one small � each packet contains cotton wool, gauze dressing with roller bandage attached
� Or roller bandages - one or two rolls.
� Or clean lint, or cloth - keep wrapped and clean � for dressings.
� Darning needle � with thick piece of wool threaded to prevent loss � for splinters and thorns.
� Safety pins � one or two medium.
� Razor blade � clean and wrapped in foil or thick paper � used as knife or scissors in an emergency
� 5 cent piece � for phone calls.
� box of matches.
� Triangular bandage � for sling or to fix dressing � (The Scout scarves can replace that).
Extras: Antiseptic solution (T.C.P., Dettol, Savlon cream, etc.) � for washing wound. Adhesive dressing strips (plaster with dressing in the middle).
If it is possible to get maps of the part of the country where your Troop meets, these would be better than other maps. Sometimes, the local District Commissioner can get maps of this kind for the Scouts.
Equipment List
Keep a list of all Troop equipment. Equipment bought from Troop funds remains the property of the Troop, and should be handed over if the Scout Leader leaves.
Only proper Scout badges should be worn, and these should asways be worn in the correct places. It is very inportant that uniform should always be clean, tidy and mended. If your Scouts wear shoes and belts, these should be polished regularly. Buttons should be sewn on securely, as missing buttons look untidy.
When a man becomes a Scout Leader he does not wear the badges he gained as a Scout. He wears his membership badge and his Scout Provincial badge, but no other proficiency badges that scouts wear if they have passed the tests. He should aim to get the Wood Badge, which is the only badge a Scout Leader can gain.
Buttons can be cut from hard wood sticks or the tips of animal horns. Woggles or scarf rings can be made of wood, bone, horn, leather and almost anything. See that your Scouts make woggles that they will be proud to wear. Do not permit matchboxes or string to be used. In some Troops the Scouts all make the same kind of woggle, in others, each Patrol has a home made woggle in the Patrol colors or with the patrol emblem on it.
Service and Instructor Proficiency Interest and Pursuit Proficiency Badge of Rank
Every Scout Troop has different boys, meets in different places, has different opportunities and different Scout Leaders. Because of this, it is impossible to get a Troop programme which would be suitable for all Troops. Each Troop has to prepare its own programme to suit its own Scouts.
Prcgrams for Troop meetings are usually planned by the Scout Leader and Assistant Scout Leader with the help of the Patrol Leaders Council, These should always be written down and at best kept in a book. The prograrmes in outline should be prepared about 2 or 3 months in advance (8 to 12 weekly programmes) and detailed programmes made every 4 weeks. The Scout Leader and Assistant Scout Loader should know exactly what each is going to do, and how long he is going to do it. It is also important to make sure that all the equipment required is available. You cannot play a game with ropes, if you have no ropes. Take a list of all the things necessary to run the programme and see that they are where you want them.
Here are a few rules worth remembering when planning programmes:
a/ There should be many different kinds of activity in each programme. No two programmes should be the same.
b/ Each Scout should learn something new towards his Scout Badge, Basic Scout Standard, Scout Standard or Advanced Scout Standard at each meeting.
c/ There should be some form of revision to make sure that things learned 2 or 3 meetings before are not forgotten.
d/ All programmes should be enjoyable, and a Scout should look forward to a Troop meeting because it is fun.
e/ Use the Patrol system in all programmes by giving part of the Troop meeting for instruction by Patrol Leaders, and use the Patrols for, games and competitions whenever possible.
f/ There should be order and discipline.. A good Scout Leader does not need to shout or blow a whistle to keep order.
Here are some suggestions for outline programmes for a new Troop. These are to show how it is possible to vary programmes. It is better for each Troop to do its own.
1st meeting
(Before the Opening Ceremony, each Scout reports to his Patrol Leader, who may inspect his Scouts for smartness, etc.)
A/ Opening Ceremony. (Troop inspection, collect subscriptions, flag break) 10 mins.
B/ Active game. 15 mins
C/ Instruction by the Patrol Leaders on Scout Standard knots. (The P.L.'s already have been shown how to do this by S.L.) 15 min.
D/ Game to test what has just been learned. This game could be a relay race between Patrols. 15 min.
E/ Instruction by the Patrol Leaders on Scout salute and left handshake. 10 min.
F/ Game. 15 min.
G/ Scout Leader's yearn about Scout Laws Nos. 1, 2, 3 and 4. 15 min.
H/ Sense training game such as "Policeman Kim" (see "Training Games and Expeditions" chapter). 15 min.
I/ Closing Ceremony (notices, flagdown, prayers). 10 min.
2nd meeting
A/ Opening Ceremony. 10mins.
B/ Patrol Activity. Each Patrol makes a sign showing the Patrol emblem, writes out the Scout Promise, draws the national flag, and learns the woodcraft signs. 20 min.
C/ Test game. Scout Leader gives each Patrol a bundle of sticks. When he calls out a woodcraft sign, the first member of the Patrol must make the sign on the ground with the sticks, the second and each other member is given a sign to make in turn. 15 min.
D/ Scout Leader's yarn about Scout Laws 5, 6 and 7. 15 min.
E/ Game. 10 min.
F/ Instruction by Patrol Leaders on 2 more knots. 10 min.
G/ Game to test the knots just learned and those of first meeting. 10 min.
H/ Each Patrol to act one of the Laws given by the Scout Leader. 20 min.
I/ Closing Ceremony. 10 min.
Third meeting
A/ Opening Ceremony. 10 min.
B/ Game. 10 min.
C/ Scout Leader demonstrate simple first aid and each Patrol does what has been shown. 15 min.
D/ Game. 15 min.
E/ Instruction by Patrol Leaders on two knots. 15 min.
F/ Test game on knots learned. 15 min.
G/ Scout Leader yarns on Scout Laws Nos. 8, 9 and 10. 15 min.
H/ Training game. 15min.
I/ Closeing Ceremony. 10 min.
4th meeting
A/ Opening Ceremony. 10 min.
B/ Each Patrol to build a shelter from natural materials, make a fire for cooking, and make a table. 45 min.
C/ Scout Leader's yarn on the Scout Promise and good turns. 20 min.
D/ Each Patrol to decide uhat they will do to help other people before the next meeting, such as: mend a roof for old people, dig a garden, repair the road, help at a hospital, as a Patrol good turn. 20 min.
E/ Game. 15 min.
F/ Closing Ceremony. 10 min.
5th meeting
A/ Opening Ceremony. 10 min.
B/ Game. 15 min.
C/ Each P.L. reports on what has been-done by the Patrol for a good turn since last meeting. 15 min.
D/ Each Patrol lays a trail using woodcraft signs and returns in about 8 to 10 minutes. Then each Patrol follows the trail laid by another patro1. (Two halves of a Patrol if there is one Patrol only). 20 min.
E/ Domonstration of sailmaker's whipping and West Country whipping (or American whipping), after which each Scout will do one or both of them. 20 min.
F/ Game. 15 min.
G/ Scout Leader's yarn about Baden-Powell. 15 min.
H/ Closing Ceremony. 10 min.
6th meeting
A/ Opening Ceremony. 10 min.
B/ Game. 15 min.
C/ Revise knots. 20 min.
D/ Training game. 15 min.
E/ Camp Fire sing-song. 50 min.
F/ Closing Ceremony. 10 min.
These six meetings will give some idea of the way different Troop Programmes can be made in outline. There are many ideas in "Scouting for Boys" which the good
Scout leader will use, and many which he will alter to suit local conditions. There are also many books of Scout games, where again it will often be necessary to change sorne of them to suit each country. There is a chapter in this book on Training Games and Expeditions suitable for Troop meetings. Scout tests will be found in the book "Good Scouting".
There are a few other things to remember when making Troop programmes.
When you have an Investiture Ceremony (see Good Scouting, page 22) for boys who have passed their Scout Badge, this should come at the end of the Troop meeting. Do not invest more than two or three at one time.
Remember special dates such as Baden-Powell's birthday (22nd February) and make some part of' your programme on those days refer to them.
During the rainy season, the programme may have to be indoors.
When planning programmes, remember that some Scouts will be more advanced than others. There is no harm in Scouts who have not gained their Scout badge, being trained in Basic Standard subjects, or those with the Basic Standard doing Scout Standard training.
A good Scout Leader treats his Assistant Scout Leader as an equal partner in training the Scouts and administering the Troop. One can't expect an Assistant to be keen and attend regularly if he is not given some definite duties and opportunity to run part of the programme at Troop meetings.
Every Scout will want to pass tests in order that he can wear his badges. The Scout Leader will normally test his boys for the Scout Badge but the Patrol Leaders can pass the Scouts of their patrols in the tests for the Basic Scout Standard and the Scout Standard provided they themselves have sufficient knowledge to do so. it is the Scout Leader's responsibility to ensure that they are, in fact, capable of doing this. The Scout Leader or his Assistant tests the boys for the Advanced Scout Standard. In some Troops, an extra meeting is arranged for testing, and in others it is done at the Troop meeting, or the Scouts who require testing stay a little after the meeting.
A record must be kept of each boy's pregress, and ideas for this are in another chapter.
When making Troop programmes, always see that each Scout gets the chance to learn something new and advances in his Scouting. It should be expected that every Scout will pass his advanced Scout Standard if he has been in the Troop for 3 years.
If you expect a lot from your Scouts, you will get a lot, but the Scout Leader must be able to arrange proper instruction and testing.
The Scout Leader should look ahead and plan, with the Patrol Leaders Council, a target date when each Scout should have passed his Scout Badge, Basic Standard, Scout Standard and Advanced Standard. Every effort should be made by the Scout Leader and the Patrol Leaders to make sure that each Scout gets a good opportunity to be trained and tested by the dates agreed.
It is important to remember that the Patrol Leaders must have separate training if they are to be able to train the Scouts in their Patrols.
In Troops where the Scout Leader does not know very much, or where he is lazy, the Scouts spend too much time in dancing, marching or singing. There is nothing wrong with dancing and singing, but the Scouts can do that anywhere, and only a short time should be spent on such activities at Troop meetings. Marching should not be military. We are not permitted to give military training in the Scouts, so we train the boys to move smartly and in step without giving military orders. Many good Troops sing while they are marching as this makes it easier to keep in step.
Boys join the Scouts for many reasons, and one of these reasons is because they want to learn new things and get on. If we do not see that the Scout progress in their training, they will not want to stay.
Nobody can teach something he does not know. The Scout Leader must learn before he can instruct, and before he can train his Patrol Leaders.
The Scout method is "Learning by Doing". Somebody once said, "What I hear, I forget. what I see, I remember. What I do, I understand." Our instruction must always be practical.
It is a good idea to try to instruct in three stages. The Scout Leader should train his Patrol Leaders to do this..
1. EXPLANATION Explain in simple, clear words what is going to be done so that the Scouts understand what they are going to see.
2. DEMONSTRATION. Show in a practical way, using real things. If you are instructing in knotting, use ropes and not drawings or a blackboard or pictures from a book. Let all the Scouts see clearly what is being done.
3. APPLICATION. Use the things that you have explained and demonstrated in a practical way. Everything we learn should be used.
The Scout system is for the Scout Leader to train his Patrol Leaders and for the Patrol Leaders to train the Scouts in their Patrols. This means that nobody should have more than about seven boys to instruct. With small numbers it is possible to give proper practical training. Each individual should get attention, because some boys are slower than others. We should set the pace by the slowest.
Do not stand in front of those being instructed when doing such things as knotting, but get them each side of the instructor, so that each can see clearly.
Let us look at some of the subjects that the Patrol Leaders will be using to instruct their Scouts.
When instructing in knotting, the good instructor does it in the following order:� 1. Use of the knot; 2. How to tie the knot; 3, The name of the knot. THE USE OF THE KNOT IS THE FIRST AND MOST IMPORTANT THING.
Here are some simple Scout knots. Pictures show the knots loose in order to see them more clearly. A knot must always be pulled tight.
Reef knot. For tying together the two ends of a rope. Used for tying the ends of a bandage together or for tying up a soft parcel.
Sheet bend. For tying two ropes together or to tie one rope to a loop. Also used for tying a thin rope to a thick one.
Bowline. To make a loop that will not slip.
Clove hitch. This hitch will work loose if used to secure the end of a rope to a spar, and should not be used for This purpose unless half hitches are added.
Round turn & two half hitches. To secure the end of a rope to a spar or pole.
Timber hitch. For tying & bundle of or pulling a big log of wood.
Rolling hitch. To tie one rope to another rope, or to fix a rope from an upright pole to the ground.
This is used to stop rope from becoming frayed and undone at the ends. Strong twine is used. The whipping illustrated below is one of the simplest to make and can be used for any kind of rope.
Sailmakers Whipping.
For rope with three strands, the best whipping is the Sailmakers Whipping.
For plaited or braided rope the West Country whipping is best. -
In all whippings, each time the twine is put round the rope, it should be pulled very tight.
The length of a whipping should be the width of the rope. A rope that is one inch wide will need a one inch long whipping.
First Aid
This should be simple and practical. Do not lecture the Scouts as if they are being trained as doctors. Remember that you do not just talk about first aid; it is always necessary to demonstrate it and let the Scouts practise.
Always wash hands before doing first aid, even when practising.
For small cuts, the first thing is to clean the wound with clean water, washing away from the cut and not into it.
If possible, add antiseptic to the water or wound to kill any germs. The second thing is to apply a dressing. This should be a proper gauze one which is sterilized, if you can get it. It may be difficult to get a sterilised dressing, and if there is none available, it is possible to use a clean non-poisonous leaf, such as a washed banana leaf, to stop dirt from getting into the wound. The third thing is to keep the dressing in place with a bandage. If you have no bandage, it is possible to use a handkerchief or a Scout scarf.
When instructing Scouts, it is a good idea to mark the skin where the cut is supposed to be. Make it look as real as possible. There are very good books on first aid, but do not just learn what to do from a book. Let the Scouts learn by doing.
When Scouts have learned something of first aid, test them by acting an accident to see if they carry out the correct treatment. Do not test them by asking questions only.
Don't forget that Scouts are not doctors. Get them to send for adult help or a doctor if the accident is serious.
"Basic First Aid", a book published by the St. John Ambulance Association, is recommended.
Lashings and Pioneering
Here again, do not instruct by pictures, but use real wood and ropes. Get the Scouts to make something useful. Allow time to finish the job. It is bad training to get Scouts to start something and not finish it. Start with simple things and progress to more difficult and bigger things. See page 22 for some ideas.
You will find how to do lashings in other Scout books. Preferably, learn them from another Scout leader.
Ideas for Instructing
Every country has a tool used locally for cutting wood, such as the axe, demo, panga, machette, parang, bushknife or caneknife. See that the Scouts get instruction on the safety rules and care and maintenance of the tool used locally. Demonstrate the correct way of sharpening it.
If you have a place where you can put things on the wall, get somebody to write the Scout Promise and Law in clear bold letters to hang on the wall to remind the Scouts of them.
See that the Scouts know the tests that they must pass. They will take more interest if they know what it is they are being instructed in and if they can qualify to pass a test in the subject. -
Because the Scout method is learning by doing, many Scouts will make mistakes. If they learn by their mistakes, and do not make them again, this is a good thing, except of course if the mistake is dangerous. If a Scout Leader or Patrol Leader sees a Scout making a mistake which is not dangerous and lets him continue
he will know he was doing the wrong way when he finds out, and will learn the right way, and know why it is right.
There are many subjects which can be included in instruction which are not in the Scout tests, but which are good things for Scouts to learn.. Do not add subjects which are being taught in schools.
In many places there are local people with special knowledge, such as how to build canoes, what local plants are good for medecine, how to catch animals for food, and many other subjects. These people could be invited to demonstrate their special skills to the Scouts.
When Scouting started there were only Patrols, being led-by their Patrol leaders. Later on, Patrols got tcgether, formed Troops, and found Scout Lenders. The Patrol is still the unit for all Scout activities.
The Patrol Leader trains the Scouts in his Patrol at Troop meetings, Patrol meetings and camps.
Each Patrol should try to meet on its own every week. The Patrol Leaders, helped by their Assistant Patrol Leaders, plan the programmes for the Patrol meetings and camps for their Patrols.
Patrol Leaders are trained by their Scout Leaders. When the Patrol gets together to discuss Patrol activities under the leadership of their Patrol Leader, this meeting is called the Patrol in Council.
There should be regular meetings of the Patrol Leaders Council, which is meeting of the Patrol Leaders (in small Troops the Assistant Patrol Leaders are sometimes invited). If there is a Senior Patrol Leader, he is usually chairman of the Patrol Leaders Council. The Scout Leader normally attends Patrol Leaders Councils, but advises only. He does not take charge of it. The business at such meetings includes the arranging of Troop programmes, hikes, camps and other activities, the administration of the Troop, and the expenditure of money received from the subscriptions paid by the Scouts themselves.
These meetings give the Patrol Leaders an excellent opportunity to learn how to think and make plans for others, to take responsibility, and to organise efficiently. There should be a high standard of conduct at the Patrol Leaders council. After the business is finished, the Scout Leader can train his Patrol Leaders, while they are together.
The Patrol system cannot work at all unless the Scout Leader selects the right kind of Scouts as Patrol Leaders and trains them to to their jobs. This can be done by giving training after the business at the Patrol Leaders Council, at special training camps and any other opportunity. Sometimes special training courses are held for P.L.s but it is the Scout Leader's job to train his own Patrol Leaders.
The training of Patrol Leaders is of very great importance. Without proper training, the Patrol system cannot work. A Troop which tries to run in any way other than on the Patrol system is not a proper Scout Troop.
A first class Scout Leader has a first class Troop. A third class Scout Leader has a third class Troop. Our standards must always be high, We must expect all our Scouts to be proud of their Troop and do nothing which will bring shame or disgrace to it.
The standard of instruction and training must be the best we can give. Never be satisfied with anything but the best. We know that some boys are better at some things than others. These boys must make the same effort as those who find the Scout tests hard. Because of these, each Scout must be trained separately and tested separately to make sure that each one is doing his very best. A badge has no worth if there has been no real effort to get it.
To encourage the Scouts to try hard and to be proud of their Patrol, many Troops run Patrol competitions.
These usually run for about twelve weeks. Points are given for tests passed and points also given for the Patrols which do well in training games and expeditions. A chart or record is kept, in order that each Patrol can see clearly how many points are gained each week.
If you want a trophy to be held by the winning Patrol, do not buy a cup or a shield. Make a simple trophy such as a log carved with the Troop name.
Or use a small home-made flag which the Patrol Leader of the winning Patrol can carry on his Scout staff under the Patrol flag.
A man must have some training before he receives a warrant as a Scout Leader. This is to make sure he understands and agrees with the Scout Promise and Law, the Scout method of training, and knows enough to start training Scouts in the right way.
When his Scouts have learned a little they will want to progress, and do more advanced Scouting, and the Scout Leader must be trained if he is to give them this.
There is a training scheme for Scout Leaders which is agreed by all the different Scout Associations throughout the world. This is called Wood Badge training because those who successfully complete the training, wear two wooden beads on a leather thong, called the Wood Badge.
There is a Basic Training Course which usually lasts for a long weekend or 2 weekends or 4 days. This is a simple course to make sure that the Scout Leader is trained up to Scout Standard and understands the aims and methods of the Scout movement.
The rest of the training is divided into three parts. Part One is a written course in which the Scout Leader answers questions to make certain that he can refer to the rules and knows the principles of Scouting. This is not a written examination, but a written study coure. Scout Leaders can get together to discuss the questions, and the written replies can be done at any time.
Part Two is a practical course in camp, for 8 to 10 days. Here the Scout Leader is shown many ideas for running a Scout Troop, and is trained to a higher standard in the practical activities of Scouting.
Part Three can only be taken last, but it is possible to take Part Two before Part One. To pass Part Three, a Scout Leader must show that he is putting into practice in his own Troop the principles, knowledge and experience he has learned in Parts One and Two. The Scout Commissioner will visit the Scout Leader to find out if he is doing this for a period of at least four months after gaining Parts One and Two.
The Scout Leader who has the Wood Badge has not finished training, but he should be able to train himself to a higher standard still. He should try to attend all meetings of Scout Leaders to discuss Scouting and to share
the experience of others. There is no end to his training.
Care must be taken because paper records are eaten by white ants. Each Scout Leader should keep
records in some form for the following:
(a) Cash book to record all money received and spent.
(b) Record of all Scouts and their attendance at meetings.
(c) Progress of each Scout, recording tests passed.
(d) Patrol Leaders Council minute book.
(e) Letters and notices received.
(f) List of Troop equipment.
These should be kept safely and passed on to the next Scout Leader when one leaves, together with money belonging to the Troop. It is wise to have a Post Office Savings Account in the name of the Troop if this is possible.
Here are some ideas which have been tried in different parts of the Commonwealth:
For each test passed, a coloured bead or seed is given to the Scout. For example: a red bead for knotting, a blue bead for first aid, a white bead for compass and so on. These are worn on a string round the neck under the uniform, and when all the tests are passed and the Scout has a complete set, he exchanges them for the badge.
Each Scout should have his own staff. When a test is passed, he can burn or carve a sign on his staff to
show the test he has passed. He will then carry a record with him. The signs could be X for knotting, V for first aid, 0 for compass and so on.
Another idea is for each Scout to have 2 pieces of string, and when he passes a test a small piece of wood (bamboo is excellent) could be fixed to the string and the test written on it.
This will make a little ladder which will show all the tests passed. It could be hung in the Patrol corner or carried by the Scout.
Or the Scout Leader can make a large board, showing all the tests and the Patrols. When a test is passed, he puts a drawing pin in the right place to show it.
Date Joined
Knowledge of Scout Movement
Outdoor Activity
Promise and Law
Date Invested
Much of Scout Training can be given in the form of games and activities, which can also be used for revising tests. Here are some ideas which can be used in Troop and Patrol programmes.
Policeman Kim
Troop in a circle. In the centre of the circle are placed about 20 assorted articles. After the Scouts have looked at the articles, one Scout is selected as the "policeman". He must turn to face away from the circle so that he cannot see the articles, while another Scout is selected as the "thief". The thief takes one article away, hides it in his pocket or shirt, touches the policeman, and runs round the outside of the circle. The policeman, when touched, must turn round, look at the articles and say which one is missing, before the thief can get back to his place. New policeman and thief are selected each time.
Kim's Game Variations
There are many ways of playing Kim's game. Here are a few.
a) Use different leaves or flowers. After one minutes observation, each Scout writes out the list of names or draws what he has seen.
b) Kin's game by smell can be played either with articles being recognized by smell alone while blindfolded, or by putting such items as orange peel, peppers, mangoes, in this cloth and disguising their shapes.
c) Kim's game by sound is played either with the Scouts outside a building where they cannot see who is inside making a number of sounds -which must be remembered, or the Scouts can sit with their backs to the one making the sounds. Such sounds as dropping a coin, pouring water, striking a match can be used. About 12 to 20 sounds can be made.
d) Kim's game by touch requires all Scouts to be blindfolded, in a circle, and the Scout Leader passes round about 20 articles which are recognised by touch and passed on to the next Scout. When all articles have been felt and they have been covered, the Scouts write down the names of the articles that they have remembered.
Pass the Coin
Scouts sit in a circle and pretend to pass a coin from the one on the right, to the one on the left of them. This must be done without stopping as if the coin was being handed round by each Scout all the time. One Scout is sent out of the circle where he cannot see the others and the Scout Leader gives one
Scout a real coin. The Scout outside the circle comes into the centre of the circle where every Scout appears to be passing coins. When the Scout in the centre thinks he can tell which Scout is passing the real coin, he touches him, and the Scout who is touched opens his hands. If there is nothing in them, the game continues. If the Scout who is touched has the coin in his hands, he has to change places, and goes outside the circle while the Scout Leader gives the coin to another Scout.
Who Is Leader?
Scouts sit in a circle. One is sent away where he cannot see. The Scout Leader points to a Scout who is the Leader. Whatever the Leader does, the others must do. The Scout outside now comes into the circle and watches the others while he slowly walks round. The Scouts do not keep looking at the Leader, otherwise it would be easy to know who he is. The one in the centre tries to find out who is the Leader. When he points to the right one, they change places, the new Leader then goes outside the circle and a new Leader is pointed out. The Leader must keep changing his actions which are being followed, such as hands up, hands on knees, left leg moving, etc., but he tries to change the actions when the Scout in the centre is not looking at him.
Sleeping Herdboy
One Scout sits about 20 yards from the others, and is blindfolded. He is the herdboy. Near him is something to represent his food. The Scout Leader points to one Scout who silently tries to get to the food and steal it before the herdboy can catch him. The herdboy can catch him by pointing straight at him. When he points he must put out his arm and point a finger. He must not swing his arm. The Scout Leader tells him "yes" or "no". The herdboy can try as many times as he wishes. If the thief is caught by being pointed at, he becomes the herdboy.
Find the Coin
Each Patrol is in line. A coin is placed in front of each Patrol. One member of each Patrol goes about 15 paces in front of his Patrol and faces them. He is then blindfolded, and on a signal, each Patrol gives its Patrol Call. Guided by the call, the blindfolded Scout goes to his Patrol. When he reaches the coin, his Patrol says "stop!" He stops, and puts a finger on the ground.
The Patrol gives the orders "forward", "backward", "right" or "left" for him to move his finger until it touchcs the coin. First Patrol to touch the coin, wins. Then another member is blindfolded. On The orders "stop!", "backward", "forward", "right", or "left" only may be used. No other instructions may be given.
Each Patrol gets some burnt wood to make charcoal. Each Scout is given a small piece of paper on which he puts a print of his right thumb, made by rubbing it on charcoal and pressing on to paper, to show clearly the lines of the skin. The papers of one Patrol are exchanged with those of another. Then each Scout must look at the thumbs of all the Patrol whose paper he has,
to find the Scout whose thumb print is on his paper. He then writes the name of the Scout who made the print, on the paper. First Patrol with the correct names to prints, is the winner. -
Message Relay
Each Patrol is in line with five paces between each Scout. The Patrol Leaders go to the Scout Leader who whispers a message to them. The Patrol Leaders go to the next Scout in their Patrols and pass the message on, each whispering it to the next one until the last member of the Patrol has received the message. He runs to the Scout Leader and says or' writes the message. The first Patrol with the CORRECT message, wins.
Do This Do That , -
Scout Leader stands in front of the Troop and does something (like arms forward stratch, knees bent, etc.) saying "Do this" or "Do that". If he says "Do this",- all must copy him. If he says "Do that", nobody must move. Those who do, have to sit down, until only one is left standing and he is the winner.
Knotting Chain Gang>
Patrols in rows. Each Scout has a rope. The Patrol Leader ties one end of his rope round his right ankle with a bowline. No. 2 ties one end of his rope to the free end of the Patrol Leather's rope with a sheetbend, then ties his rope to his right ankle with a clovehitch. He passes the free end to No. 3 who joins it to his own with a sheetbend, and then ties his right ankle with a clovehitch, and so on, until all the Patrol have finished. Then the whole Patrol, chained together run to the Scout Leader, who stands about ten yards away. First Patrol with all correct knots, wins.
Knot Circle
Troop in a circle. One Scout outside the circle has a rope. He gives it to a Scout and asks him to tie a knot, by saying the use of the knot and not the name of the knot. The Scout in the circle then ties the knot before-the Scout who gave him the rope can run round the outside of the circle. If correct the Scout who has tied the knot changes place with the one, outside,the circle.
Sinking Ship --
The Patrol Leader throws a rope to No. 2 in the Patrol who, with the rest of the Patrol, is on a sinking ship. No. 2 ties a bowline round his waist and is pulled to safety by the Patrol Leader, who then throws the rope to No. 3 and so on until all have been "rescued". Give a time limit when the ship will sink. If a Scout ties the knot wrongly, he is sent back to the ship.
Compass Race
Each Patrol is given a compass and a piece of paper showing a compass
bearing and a distance (for example: 36�, 100 yards). Each Patrol follows the bearing for the distance stated, where they find another paper showing bearing and distance to follow. About six of these should be given, some of which whould not be easy to see. The first Patrol to complete the course wins.
Compass Blindfold Guide
A piece of ground about the size of a football pitch is needed. In the centre a circle is drawn, in which the Patrol Leaders stand. Each Patrol is in a different corner of the pitch. All are blindfolded except the Patrol Leaders. All the Scouts except the Patrol Leaders face north. The Patrol Leaders then call out compass directions to their own patrols to guide them to the corner opposite then. They must not cross into the circle in the middle of the pitch. Those who do are disqualified. The Patrol with most Scouts to reach the opposite corner without treading in the circle, wins.
Compass Relay
Each Patrol, has 16 pieces of paper and on each is written a different compass point. These are placed in front of each Patrol. A circle, about ten yards away, is drawn in front of each Patrol. Each Scout runs to the papers, takes the first one and places it in the correct position of his circle, runs back to his Patrol and the next Scout does the same. First Patrol to complete the compass correctly wins.
First Aid and Rescue work
If games are used for first aid, speed is not of importance, except for dealing with bleeding and for fetching a doctor.
House on Fire
A room or small area to take the place of a room, is used for the scene of a house on fire. A Scout is on the floor having been overcome by the smoke. The rest of the Patrol rescue him, using the correct methods and treatment. This is a good way to revise instruction.
Electric Cable
A rope is used for an electric cable. A Scout from each Patrol lies
under the cable. The rest of the Patrol are to rescue him and give proper treatment, If any Scout touches or makes contact with the cable, he must join the Scout under the cable and also be rescued.
Each Pattol has a Scout -who has broken his leg. The rest of the Patrol give him correct first aid treatment, carry him to a road in the correct way, then make a stretcher and take him to the Scout Leader.
Heads and Tails
Two lines are made on the ground, about 20 yords apart. Half the Troop is behind one line, and half behind the other line. The Scout Leader stands in the centre. One team is "heads" and the other "tails". Each team comes forward to the Scout Leader, who spins a coin. If the coin comes down "heads", the "heads" run back behind their team, if any are touched by the "tails" team, they must join the "tails" team. If the coin comes down "tails" then their team must run hebind their line, while the "heads" chase them.
Stick Rugby
The Troop is divided into two teams as for football. Instead of goals, circles are made on the ground. A short stick, not longer than 3 inches, is used instead of a ball and can be passed from one player to another. Each team tries to score goals by putting crosses in the circle of the other team, and prevent them from putting crosses in their circle. If played indoors, a piece of chalk can be used instead of a stick.
The Troop forms a circle. In the centre, are a number of articles (stones, for example). There is one less article then the number of Scouts. The Scouts walk round in a circle until the Scout Leader shouts "Grab"! when each Scout runs to the centre to pick up one article. The one who does not, falls out, and another article is removed, until only two Scouts and one article remain to see who is the winner. The articles should be spread out and not put into a small heap, otherwise Scouts may injure each other if they all rush to pick up articles from a small heap.
Patrol and Troop expeditions should be arranged in addition to Patrol and Troop meetings. Some could be all day ones and others could be short ones lasting about 2 to 4 hours. Here are some ideas.
Secret Meeting
The Troop is told that two "bad men" will be leaving the meeting place at a given time. The Scout Leader and another man act the parts of the bad men.
Each Patrol must follow them and listen to what they say, but no Scout must be seen by the bad men. If they are seen, their names are called out and they will have to walk with the bad men. The bad men walk to a place about a mile away and, while walking, talk to each other about a robbery they are arranging, giving date, time,
place, how they will get to the house to be robbed, what they will take, how they will get into the house, what they will wear, and other details. The Scouts follow them near enough to hear but must not be seen. This means that the place must have bushes, trees, or long grass to give cover to the Scouts.
When they arrive at their destination, the Patrol Leaders get their Patrols together (except the ones seen and made to walk with the bad men) and discuss what they have heard, and write down the details to find out which Patrol has the full story.
At the destination, one member of each Patrol climbs a tree and sits about ten feet above the ground. Each Patrol has a different tree. The rest of the Patrol are told that the Scout up the tree has fainted, and they must bring him safely to the ground.
- While this is being done, the Scout Leader fixes a rope tightly between two trees, about ten feet from the ground. When the Scouts up the trees have been brought safely to the ground, the Scout Leader shows the Scouts how to move along the rope using the "Dead man's Crawl". Here is how it is done.
On the way beck to the meeting place, the Patrol Leaders lay trails for the rest of their Patrols to follow.
Competition Expedition
The Troop walks to a place where there are trees or bushes and where it is possible to light fires.
A number of competitions are arranged for each Patrol to do. Here are some suggestions:
a) Tie a piece of string between two trees. The string should be about 18 inches from the ground. Each Patrol to light a fire under the string to see which one can burn through the string first.
b) The Scout Leader arranges footprints and other clues on a piece of clear ground. Each Patrol looks at the scene and says what they think happened there.
c) Twenty different leaves are displayed. Each Patrol collects the same 20 leaves, names them, and gives the uses of the tree or bush to which the leaves belong.
d) Each Patrol is given a food tin (all the same size). They must make fire without matches, and boil water in the tin to make tea, coffee, or cocoa.
e) Each Patrol to make something such as a spear, or bow and arrow, or a sling. Each Patrol makes the same thing. When these are made, a competition, is held to see which Patrol can send the thing they have made the longest distance.
Treasure Hunt -
The Scout Leader lays a trail to Point One, where a message tells the Scouts to go to Point Two. This can be in signalling code if the Scouts have learned it. From Point two, they go on to Points 3, 4, 5 and 6. At each Point,
they are given a test in order to be able to go on to the next. At the last Point there is a 'treasure", such as a sweet or a piece of chocolate, which the first Scout there can have.
The tests at the Points should be written and shown to the Scouts. When a Scout has passed a test, he can be shown another paper telling him where the next Point is. Such tests as first aid, knotting, lashing, etc., can be done. A Scout Leader or Patrol Leader should be at each point to test the Scouts. This is a good way to revise tests.
In this country, it is not necessary to have tents when camping. Shelters can be made of there is wood, leaves, reeds, or grass, or turf. Nearly all camp equipment can be made. A good Scout Troop can make itself comfortable in camp without spending any money. Here are some ideas how to make camp equipment.
The simplest shelter is the lean-to. Thatch can be of grass, or leaves. The beehive shelter is made either by bending together small growing trees, or pushing green poles in the ground and tying them together. Thatch can be grass, leaves or bark.
A Longhut shelter can be made if tall trees can be cut.
Cooking Equipment
Cooking pots and other kitchen equipment can be made. Pots are easily made from food tins. On the islands in the Pacific Ocean, the people cook in an "umu". This is a hole in the ground lined with stones. After a big fire has burned to embers, lthe embers are removed, food is wrapped in leaves, put in the hole, embers replaced, and all covered. This becomes an earth oven which will cook meat and vegetables without any equipment.
Other camp Equipment
In Camp Fire Yarn No. 9 in "Scouting For Boys", you will find many hints on camping, including how to make a mattress from grass and other plants, on which to sleep.
In different countries, there are different ways of carrying personal camp gear.
Your blanket or sleeping mat can be used to contain your gear by rolling it into a bundle. It is used in Australia and called a "swag". -
In Borneo, they use a "Bongon", which is a basket with two straps for the shoulders. The basket can be made of woven cane or of bark. An old sack can be used with the bottom corners tied, and a rope from the top to the bottom corners used as straps. All Scouts should camp, and make as much of their own equipment as possible.
Camp Organisation
Camping gives the Scout Leader and Patrol Leader an excellent opportunity to train Scouts. More time can be spent on training in a practical way.
It is necessary to plan a camp programme in order that Scouts can be instructed and tested, and that all the equipment required to do this is available. See that the camp is clean and orderly. A busy camp is a happy camp. Make arrangements for camp well in advance. Train the Scouts at Troop meetings in order that they will know how to camp before they go. It is necessary to get the Scout Commissioner's permission before a camp is held. Transport arrangements are necessary if you are not walking to camp. Parents permission is necessary in most cases.
Food supplies may have to be arranged before the camp starts. A good Scout Leader sees that all arrangements are made well in advance, and that the camp is run on the Patrol System.
This little book cannot give you all the things a Scout Leader should know, and does not include the important things in "Scouting for Boys" and in "Good Scouting".
A good Scout Leader does his best to run a Troop properly and uses his own imagination and ideas to see that Scouts grow up to be good men of whom his country can be proud.
There are many national leaders such as Presidents and Prime Ministers who have been Scouts, and have learned not to be afraid of taking responsibility while they were in the Scouts as boys. Some of these have also been Scout Leaders. There may be a future famous man in your own Scout Troop now. We must see that every Scout gets the best training we can give him. A Scout Leader is an important person.
All round the world, Scout Leaders are doing all they can to help the boys of their countries. These men come from different countries, climates, races, and religions, but they all belong to the world-wide Brotherhood of Scouts. When this book was written there were 11,000,000 Scouts throughout the world. We belong to something very big and very important. Every Scout Troop is an important link in the chain of brotherhood which encircles the world.
So go ahead in training your Scouts, and may good luck go with you.


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Computer processors were for a long period constructed out of small and medium-scale ICs containing the equivalent of a few to a few hundred transistors. The integration of the whole CPU onto a single VLSI chip therefore greatly reduced the cost of processing capacity. From their humble beginnings, continued increases in microprocessor capacity have rendered other forms of computers almost completely obsolete (see history of computing hardware), with one or more microprocessor as processing element in everything from the smallest embedded systems and handheld devices to the largest mainframes and supercomputers.
Since the early 1970s, the increase in capacity of microprocessors has been known to generally follow Moore's Law, which suggests that the complexity of an integrated circuit, with respect to minimum component cost, doubles every 18 months. In the late 1990s, heat generation (TDP), due to current leakage and other factors, emerged as a leading developmental constraint.
Three projects arguably delivered a complete microprocessor at about the same time, namely Intel's 4004, the Texas Instruments (TI) TMS 1000, and Garrett AiResearch's Central Air Data Computer (CADC).
In 1968, Garrett AiResearch, with designer Ray Holt and Steve Geller, were invited to produce a digital computer to compete with electromechanical systems then under development for the main flight control computer in the US Navy's new F-14 Tomcat fighter. The design was complete by 1970, and used a MOS-based chipset as the core CPU. The design was significantly (approximately 20 times) smaller and much more reliable than the mechanical systems it competed against, and was used in all of the early Tomcat models. This system contained a "a 20-bit, pipelined, parallel multi-microprocessor". However, the system was considered so advanced that the Navy refused to allow publication of the design until 1997. For this reason the CADC, and the MP944 chipset it used, are fairly unknown even today. (see First Microprocessor Chip Set.) TI developed the 4-bit TMS 1000, and stressed pre-programmed embedded applications, introducing a version called the TMS1802NC on September 17, 1971, which implemented a calculator on a chip. The Intel chip was the 4-bit 4004, released on November 15, 1971, developed by Federico Faggin and Marcian Hoff, the manager of the designing team was Leslie L. Vadász.
TI filed for the patent on the microprocessor. Gary Boone was awarded for the single-chip microprocessor architecture on September 4, 1973. It may never be known which company actually had the first working microprocessor running on the lab bench. In both 1971 and 1976, Intel and TI entered into broad patent cross-licensing agreements, with Intel paying royalties to TI for the microprocessor patent. A nice history of these events is contained in court documentation from a legal dispute between Cyrix and Intel, with TI as intervenor and owner of the microprocessor patent.
Interestingly, a third party (Gilbert Hyatt) was awarded a patent which might cover the "microprocessor". See a webpage claiming an invention pre-dating both TI and Intel, describing a "microcontroller". According to a rebuttal and a commentary, the patent was later invalidated, but not before substantial royalties were paid out.
A computer-on-a-chip is a variation of a microprocessor which combines the microprocessor core (CPU), some memory, and I/O (input/output) lines, all on one chip. The computer-on-a-chip patent, called the "microcomputer patent" at the time, , was awarded to Gary Boone and Michael J. Cochran of TI. Aside from this patent, the standard meaning of microcomputer is a computer using one or more microprocessors as its CPU(s), while the concept defined in the patent is perhaps more akin to a microcontroller.
According to A History of Modern Computing, (MIT Press), pp. 220–21, Intel entered into a contract with Computer Terminals Corporation, later called Datapoint, of San Antonio TX, for a chip for a terminal they were designing. Datapoint later decided to use the chip, and Intel marketed it as the 8008 in April, 1972. This was the world's first 8-bit microprocessor. It was the basis for the famous "Mark-8" computer kit advertised in the magazine Radio-Electronics in 1974. The 8008 and its successor, the world-famous 8080, opened up the microprocessor component marketplace.
Both the Z80 and 6502 concentrated on low overall cost, by combining small packaging, simple computer bus requirements, and including circuitry that normally must be provided in a separate chip (example: the Z80 included a memory controller). It was these features that allowed the home computer "revolution" to accelerate sharply in the early 1980s, eventually delivering such inexpensive machines as the Sinclair ZX-81, which sold for US$99.
The Western Design Center, Inc. (WDC) introduced the CMOS 65C02 in 1982 and licensed the design to several firms. It became the core of the Apple IIc and IIe personal computers, medical implantable grade pacemakers and defibrilators, automotive, industrial and consumer devices. WDC pioneered the licensing of microprocessor technology which was later followed by ARM and other microprocessor Intellectual Property (IP) providers in the 1990's.
Motorola trumped the entire 8-bit market by introducing the MC6809 in 1978, arguably one of the most powerful, orthogonal, and clean 8-bit microprocessor designs ever fielded – and also one of the most complex hard-wired logic designs that ever made it into production for any microprocessor. Microcoding replaced hardwired logic at about this time for all designs more powerful than the MC6809 – because the design requirements were getting too complex for hardwired logic.
Another early 8-bit microprocessor was the Signetics 2650, which enjoyed a brief surge of interest due to its innovative and powerful instruction set architecture.
A seminal microprocessor in the world of spaceflight was RCA's RCA 1802 (aka CDP1802, RCA COSMAC) (introduced in 1976) which was used in NASA's Voyager and Viking spaceprobes of the 1970s, and onboard the Galileo probe to Jupiter (launched 1989, arrived 1995). RCA COSMAC was the first to implement C-MOS technology. The CDP1802 was used because it could be run at very low power, and because its production process (Silicon on Sapphire) ensured much better protection against cosmic radiation and electrostatic discharges than that of any other processor of the era. Thus, the 1802 is said to be the first radiation-hardened microprocessor.
The RCA 1802 had what is called a static design, meaning that the clock frequency could be made arbitrarily low, even to 0 Hz, a total stop condition. This let the Voyager/Viking/Galileo spacecraft use minimum electric power for long uneventful stretches of a voyage. Timers and/or sensors would awaken/speed up the processor in time for important tasks, such as navigation updates, attitude control, data acquisition, and radio communication.
The first multi-chip 16-bit microprocessor was the National Semiconductor IMP-16, introduced in early 1973. An 8-bit version of the chipset was introduced in 1974 as the IMP-8. During the same year, National introduced the first 16-bit single-chip microprocessor, the National Semiconductor PACE, which was later followed by an NMOS version, the INS8900.
Other early multi-chip 16-bit microprocessors include one used by Digital Equipment Corporation (DEC) in the LSI-11 OEM board set and the packaged PDP 11/03 minicomputer, and the Fairchild Semiconductor MicroFlame 9440, both of which were introduced in the 1975 to 1976 timeframe.
The first single-chip 16-bit microprocessor was TI's TMS 9900, which was also compatible with their TI-990 line of minicomputers. The 9900 was used in the TI 990/4 minicomputer, the TI-99/4A home computer, and the TM990 line of OEM microcomputer boards. The chip was packaged in a large ceramic 64-pin DIP package, while most 8-bit microprocessors such as the Intel 8080 used the more common, smaller, and less expensive plastic 40-pin DIP. A follow-on chip, the TMS 9980, was designed to compete with the Intel 8080, had the full TI 990 16-bit instruction set, used a plastic 40-pin package, moved data 8 bits at a time, but could only address 16 KB. A third chip, the TMS 9995, was a new design. The family later expanded to include the 99105 and 99110.
The Western Design Center, Inc. (WDC) introduced the CMOS 65816 16-bit upgrade of the WDC CMOS 65C02 in 1984. The 65816 16-bit microprocessor was the core of the Apple IIgs and later the Super Nintendo Entertainment System, making it one of the most popular 16-bit designs of all time.
Intel followed a different path, having no minicomputers to emulate, and instead "upsized" their 8080 design into the 16-bit Intel 8086, the first member of the x86 family which powers most modern PC type computers. Intel introduced the 8086 as a cost effective way of porting software from the 8080 lines, and succeeded in winning much business on that premise. The 8088, a version of the 8086 that used an external 8-bit data bus, was the microprocessor in the first IBM PC, the model 5150. Following up their 8086 and 8088, Intel released the 80186, 80286 and, in 1985, the 32-bit 80386, cementing their PC market dominance with the processor family's backwards compatibility.
The integrated microprocessor memory management unit (MMU) was developed by Childs et al. of Intel, and awarded US patent number 4,442,484.
16-bit designs were in the markets only briefly when full 32-bit implementations started to appear.
The most significant of the 32-bit designs is the MC68000, introduced in 1979. The 68K, as it was widely known, had 32-bit registers but used 16-bit internal data paths, and a 16-bit external data bus to reduce pin count, and supported only 24-bit addresses. Motorola generally described it as a 16-bit processor, though it clearly has 32-bit architecture. The combination of high speed, large (16 megabytes (2^24)) memory space and fairly low costs made it the most popular CPU design of its class. The Apple Lisa and Macintosh designs made use of the 68000, as did a host of other designs in the mid-1980s, including the Atari ST and Commodore Amiga.
The world's first single-chip fully-32-bit microprocessor, with 32-bit data paths, 32-bit buses, and 32-bit addresses, was the AT&T Bell Labs BELLMAC-32A, with first samples in 1980, and general production in 1982 (See this bibliographic reference and this general reference). After the divestiture of AT&T in 1984, it was renamed the WE 32000 (WE for Western Electric), and had two follow-on generations, the WE 32100 and WE 32200. These microprocessors were used in the AT&T 3B5 and 3B15 minicomputers; in the 3B2, the world's first desktop supermicrocomputer; in the "Companion", the world's first 32-bit laptop computer; and in "Alexander", the world's first book-sized supermicrocomputer, featuring ROM-pack memory cartridges similar to today's gaming consoles. All these systems ran the UNIX System V operating system.
Intel's first 32-bit microprocessor was the iAPX 432, which was introduced in 1981 but was not a commercial success. It had an advanced capability-based object-oriented architecture, but poor performance compared to other competing architectures such as the Motorola 68000.
Motorola's success with the 68000 led to the MC68010, which added virtual memory support. The MC68020, introduced in 1985 added full 32-bit data and address busses. The 68020 became hugely popular in the Unix supermicrocomputer market, and many small companies (e.g., Altos, Charles River Data Systems) produced desktop-size systems. Following this with the MC68030, which added the MMU into the chip, the 68K family became the processor for everything that wasn't running DOS. The continued success led to the MC68040, which included an FPU for better math performance. A 68050 failed to achieve its performance goals and was not released, and the follow-up MC68060 was released into a market saturated by much faster RISC designs. The 68K family faded from the desktop in the early 1990s.
Other large companies designed the 68020 and follow-ons into embedded equipment. At one point, there were more 68020s in embedded equipment than there were Intel Pentiums in PCs (See this webpage for this embedded usage information). The ColdFire processor cores are derivatives of the venerable 68020.
During this time (early to mid 1980s), National Semiconductor introduced a very similar 16-bit pinout, 32-bit internal microprocessor called the NS 16032 (later renamed 32016), the full 32-bit version named the NS 32032, and a line of 32-bit industrial OEM microcomputers. By the mid-1980s, Sequent introduced the first symmetric multiprocessor (SMP) server-class computer using the NS 32032. This was one of the design's few wins, and it disappeared in the late 1980s.
The MIPS R2000 (1984) and R3000 (1989) were highly successful 32-bit RISC microprocessors. They were used in high-end workstations and servers by SGI, among others.
Other designs included the interesting Zilog Z8000, which arrived too late to market to stand a chance and disappeared quickly.
In the late 1980s, "microprocessor wars" started killing off some of the microprocessors. Apparently, with only one major design win, Sequent, the NS 32032 just faded out of existence, and Sequent switched to Intel microprocessors.
From 1985 to 2003, the 32-bit x86 architectures became increasingly dominant in desktop, laptop, and server markets, and these microprocessors became faster and more capable. Intel had licensed early versions of the architecture to other companies, but declined to license the Pentium, so AMD and Cyrix built later versions of the architecture based on their own designs. During this span, these processors increased in complexity (transistor count) and capability (instructions/second) by at least a factor of 1000. Intel's Pentium line is probably the most famous and recognizable 32-bit processor model, at least with the public at large.
With AMD's introduction of a 64-bit architecture backwards-compatible with x86, x86-64 (now called AMD64), in September 2003, followed by Intel's fully compatible 64-bit extensions (first called IA-32e or EM64T, later renamed Intel 64), the 64-bit desktop era began. Both versions can run 32-bit legacy applications without any speed penalty as well as new 64-bit software. With operating systems Windows XP x64, Windows Vista x64, Linux, BSD and Mac OS X that run 64-bit native, the software too is geared to utilize the full power of such processors. The move to 64 bits is more than just an increase in register size from the IA-32 as it also doubles the number of general-purpose registers.
The move to 64 bits by PowerPC processors had been intended since the processors' design in the early 90s and was not a major cause of incompatibility. Existing integer registers are extended as are all related data pathways, but, as was the case with IA-32, both floating point and vector units had been operating at or above 64 bits for several years. Unlike what happened with IA-32 was extended to x86-64, no new general purpose registers were added in 64-bit PowerPC, so any performance gained when using the 64-bit mode for applications making no use of the larger address space is minimal.
A different approach to improving a computer's performance is to add extra processors, as in symmetric multiprocessing designs which have been popular in servers and workstations since the early 1990s. Keeping up with Moore's Law is becoming increasingly challenging as chip-making technologies approach the physical limits of the technology.
In response, the microprocessor manufacturers look for other ways to improve performance, in order to hold on to the momentum of constant upgrades in the market.
A multi-core processor is simply a single chip containing more than one microprocessor core, effectively multiplying the potential performance with the number of cores (as long as the operating system and software is designed to take advantage of more than one processor). Some components, such as bus interface and second level cache, may be shared between cores. Because the cores are physically very close they interface at much faster clock speeds compared to discrete multiprocessor systems, improving overall system performance.
In 2005, the first mass-market dual-core processors were announced and as of 2007 dual-core processors are widely used in servers, workstations and PCs while quad-core processors are now available for high-end applications in both the home and professional environments.
Sun Microsystems has released the Niagara and Niagara 2 chips, both of which feature an eight-core design. The Niagara 2 supports more threads and operates at 1.6 GHz.
High-end Intel Xeon processors that are on the LGA771 socket are DP (dual processor) capable, as well as the new Intel Core 2 Extreme QX9775 also used in the Mac Pro by Apple and the Intel Skulltrail motherboard.
The first commercial design was released by MIPS Technologies, the 32-bit R2000 (the R1000 was not released). The R3000 made the design truly practical, and the R4000 introduced the world's first 64-bit design. Competing projects would result in the IBM POWER and Sun SPARC systems, respectively. Soon every major vendor was releasing a RISC design, including the AT&T CRISP, AMD 29000, Intel i860 and Intel i960, Motorola 88000, DEC Alpha and the HP-PA.
Market forces have "weeded out" many of these designs, with almost no desktop or laptop RISC processors and with the SPARC being used in Sun designs only. MIPS is primarily used in embedded systems, notably in Cisco routers. The rest of the original crop of designs have disappeared. Other companies have attacked niches in the market, notably ARM, originally intended for home computer use but since focussed on the embedded processor market. Today RISC designs based on the MIPS, ARM or PowerPC core power the vast majority of computing devices.
As of 2007, two 64-bit RISC architectures are still produced in volume for non-embedded applications: SPARC and Power Architecture. The RISC-like Itanium is produced in smaller quantities. The vast majority of 64-bit microprocessors are now x86-64 CISC designs from AMD and Intel.
Though the term "microprocessor" has traditionally referred to a single- or multi-chip CPU or system-on-a-chip (SoC), several types of specialized processing devices have followed from the technology. The most common examples are microcontrollers, digital signal processors (DSP) and graphics processing units (GPU). Many examples of these are either not programmable, or have limited programming facilities. For example, in general GPUs through the 1990s were mostly non-programmable and have only recently gained limited facilities like programmable vertex shaders. There is no universal consensus on what defines a "microprocessor", but it is usually safe to assume that the term refers to a general-purpose CPU of some sort and not a special-purpose processor unless specifically noted.
Silicon Valley has an old saying: "The first chip costs a million dollars; the second one costs a nickel." In other words, most of the cost is in the design and the manufacturing setup: once manufacturing is underway, it costs almost nothing.
About 55% of all CPUs sold in the world are 8-bit microcontrollers. Over 2 billion 8-bit microcontrollers were sold in 1997.
Less than 10% of all the CPUs sold in the world are 32-bit or more. Of all the 32-bit CPUs sold, about 2% are used in desktop or laptop personal computers. Most microprocessors are used in embedded control applications such as household appliances, automobiles, and computer peripherals. "Taken as a whole, the average price for a microprocessor, microcontroller, or DSP is just over $6."
In 2007, the companies with the largest share of the microprocessor market were
Other notable microprocessor design companies include:

subset: commoncrawl


text: Hicks Paper Goods is the leader in modern, graphic invitations and stationery, designed for all types of special and everyday occasions. Hicks Paper Goods has offerings for everything from birthday parties to baby showers to backyard cookouts and more. Hicks Paper Goods are urban in feel, fun for any reason, and designed for the consumer with discriminating taste. For even more scoop on your favorite modern invitation and stationery company you can follow us on Twitter or join us on Facebook.


text:
American Heart Association - Great Rivers Affiliate
2014-2015 Board of Directors
2014-2015 Board of Directors
|Officers and Committee Chairs
|Patricia Sullivan, PhD
VP, Quality & Safety
University of Pennsylvania Health System
Philadelphia, PA
Creighton B. Wright, MD
Cardiac, Vascular & Thoracic Surgeons, Inc.
Cincinnati, OH
|Susan Croushore
Immediate Past Chair
Interim President and CEO
Mercy Health System
Conshohocken, PA
Immediate Past President
Chief of Cardiology
Director, Christiana Care Center
for Outcomes Research
Newark, DE
Bruce P. Hagan
Treasurer & Chair
GRA Finance & Operations Committee
Regional Executive, Dublin Methodist Hospital and
Grady Memorial Hospital
Dublin, OH
David Van Wagoner, PhD
GRA Research Committee
Associate Professor
Dept. Molecular Medicine
Case Western University
Cleveland, OH
Neal Richmond, MD
GRA Health Strategies Committee
Louisville Metro EMS
Louisville, KY
Leonard H. Berenfield
Board Member
President and CEO
Berenfield Containers
Cincinnati, OH
|Theresa Conejo, RN
Board Member
Cardiac & Stroke Unit Nurse
Nazareth Hospital
Philadelphia, PA
|Jeffrey M. Embleton, Esq.
Board Member
Shareholder and Managing Director
Mansour, Gavin, Gerlack & Manos Co., L.P.A.
Cleveland, OH
Donald R. Fischer, MD, MBA
Board Member
Sr. V.P., Health Affairs
Chief Medical Officer
Highmark, Inc.
Pittsburgh, PA
Brian P. Griffin, MD, FACC
Board Member
Section Head, Cardiovascular Imaging
Cleveland Clinic
Cleveland, OH
Edgar J. Kenton, III, MD
Board Member
Director, Department of Neurology
Director, Stroke Program
Geisinger Health System
Danville, PA
Dee Lowery
Board Member
VP and Corporate Affairs and Community
Involvement & Foundation President
FirstEnergy Service Company
Akron, OH
Paul J. Mather, MD
Board Member
Director, Advanced Heart Failure and Transplant Center
Jefferson Heart Institute
Thomas Jefferson Medical College of Thomas Jefferson
Philadelphia, PA
Carl F. McComas, MD
Board Member
Medical Director
St. Mary's Medical Center
Huntington, WV
|Michael D. Parkinson, MD, MPH
Board Member
Consultant of Preventive Medicine
Pittsburgh, PA
Robert Pepper
Board Member
Sr., VP of Manufacturing
NGK Spark Plugs
Sissonville, WV
|Dennis Prischak
Board Member
President and CEO
The Plastek Group
Erie, PA
John Rademacher
Board Member
President, Ambulatory Care
Cardinal Health
Dublin, OH
Daniel Sack
Board Member
Omnicom Solutions Group, Inc.
Middletown, OH
|National Board Representative
Marsha Jones
National Board Representative
Exec. VP and Chief Diversity Officer
The PNC Financial Services Group
Pittsburgh, PA


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|Accent Reduction Lessons
Charles Becker
What is an Accent ?
What exactly do we mean by the word accent ?
Essentially, an accent is the process by which a speaker substitutes a sound from their native language for a sound from English. This "transference" occurs mainly for two reasons.
The first reason is that the speaker is not aware that a specific sound exists in English. Hence, they use the closest sound from their native language instead.
For example, many students are unaware of the sound /I/ as in the word "chip" or "big." As a result, when saying the word "chip",they substitute a similar sound which exists in their native language. Usually, they choose /i/ as in the word "see or meet".
So a word like "chip" ends up sounding like "cheap" and there it is , an accent -not to mention some confusion in mid -conversation.
The second reason a speaker substitutes the wrong sound is that he or she may simply find it too difficult to pronounce the correct sound.
For example, many students are aware of the sound /th/ as in think or that. However the articulation of the sound is just too difficult or feels unnatural The result is that /th/ is pronounced like /s/ /z/ or /d/.
The word "that", may sound like "zat" or " dat". The student chooses /z/ or /d/ because it's easier and "close enough."
Another element of an accent is incorrect intonation.
English has a melody. You have to become aware of the intonation patterns of English. Don't worry. They are simple patterns and you don't have to have musical training or a musical ear to learn them. Anybody can do it. It doesn't involve specific pitches – just knowing when and how to raise your pitch and to lower it.
Finally, some people have accents because they put the stress in the wrong places of words and sentences.
For example instead of saying convince
They might say: convince
This can be very confusing for a listener. But there are simple rules to guide you when you're not sure.
Once you learn the rules, it gets easier and the stress patterns start to become second nature.
Other aspects of an accent include not connecting sounds and vocal quality such as nasality. These can all be corrected with the right training exercises.


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Read more: Click here to read a longer version of this story
BLACK glass in a meteorite that crashed in the Moroccan desert contains the first confirmed traces of Martian soil brought to Earth. The find represents a rare chance to look closely at ancient surface conditions on Mars.
The space rock, called Tissint, was most likely ejected from Mars about 700,000 years ago by an asteroid impact. People witnessed its fall to Earth in 2011 and quickly retrieved the fragments.
The rock's pristine interior is laced with a large amount of bubbly black glass, says Hasnaa Chennaoui Aoudjehane of Hassan II University in Casablanca, Morocco. This glass contains relatively high amounts of light rare-earth elements, some of which seem to have been oxidised (Science, doi.org/jh2). Conditions that would oxidise these elements are most likely to exist close to Mars's surface.
The team says weakly acidic water may have leached rare-earth elements from Martian soil and deposited them in fractures in surface rocks. Heat from the asteroid impact that ejected Tissint melted the material in the fractures, which crystallised as it cooled, forming the black glass.
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Well, if you identified the six foreign languages without looking them up, that is great. However, if you speak all those languages fluently, a similar number of languages or more then you are a polyglot.
Therefore a polyglot is a person who is able to speak multiple languages. I personally, can identify the French, Italian, Spanish and Romanian easily. However, I only speak English, French, Arabic and Darija fluently. So hopefully one day, my Spanish will get above the intermediate level, and then maybe I will call myself a polyglot. I was lucky since bilingual parents raised me, and at a young age I was introduced to multiple languages. It was always hard for me to get interested in languages in school. I felt that the instructors were just overwhelming me with homework and therefore I did not learn anything from them. It is travelling to other countries, meeting new people who did not share the same language that forced me to put the effort to learn new languages. For me you cannot learn a culture without learning the language. It does not only help you get people 's joke but it helps you understand them and their culture. I will encourage all of you to learn a new language. Even if scientists claim that learning new languages has to do with the structure of your Wenicke and broca's area; I will try to persuade you that you do not have to be a genius to learn a new language. And the best way to learn a new language is to go to a country of your interest, make a new friend who speaks the language.


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College Football Betting: Western Michigan Broncos vs. Notre Dame Fighting Irish Picks
- Updated: October 15, 2010
Western Michigan Broncos
Notre Dame Fighting Irish
The Notre Dame Fighting Irish will be back in NCAA football betting action on Saturday afternoon in front of the watchful eyes of Touchdown Jesus, as they take on the Western Michigan Broncos.
WMU has a great passing game, but that's about all that we can say kind about this team. We'll give QB Alex Carder some credit for throwing for 1,290 yards in just five games this season for ten scores. We could live without those seven INTs, but we know that a passing attack that is averaging throwing the ball well over 40 times per game is going to make some mistakes. The ground game has been totally inefficient, as the only two rushers with more than 25 carries, Carder and RB Aaron Winchester, are both averaging less than three yards per carry. Watch out for WR Jordan White, though. This is the most dangerous man on this roster. He has 37 catches for 535 yards and three TDs, the most of any receiver on the squad. Defensively, the Broncos have had two solid games this year, but we aren't considering outings against Ball State and Nichols State worthwhile at all. Instead, we're focusing in more on that 33, 37, and 38 point totals against the other three teams that they have faced in 2010.
Life without TE Kyle Rudolph begins on Saturday for QB Dayne Crist and the Irish. Rudolph was one of the best pass catching tight ends in the country before his injury, and his 28 catches, 328 yards, and three scores will surely be missed. Odds have it, this offense becomes a lot more aerial in nature, as WR Michael Floyd and WR Theo Riddick have the ability to push the ball up the field in a hurry. Expect to see them do that quite a bit, especially early on against this hapless Western Michigan defense. The two have combined for 72 catches and 862 yards this year. Crist has thrown for 1,600 yards thus far with 11 TDs, sterling numbers for a quarterback in his first year under center. Don't be shocked if RB Armando Allen puts up good numbers in this one. He has been solid with 448 yards on 93 carries this year, but he has yet to put up that game that makes you go "Wow!" This could very well be that day in spite of the fact that he is nursing a bit of a hip injury.
Though we tend to believe that this is going to be a higher scoring game, we just can't quite trust the Notre Dame offense all that much. Instead, we're going to go against the fact that the Irish are 16-35-1 ATS in their L/52 games played at home. Western Michigan's passing attack should be good enough to hang inside this type of a number, as 21 points should be enough to get the job done with ease.
College Football Free Pick: Western Michigan Broncos +24
Latest posts by cappers (see all)
- Odds to Win the 2013 BCS Championship by Joe D'Amico - August 30, 2012
- NFL Values on Over/Under Total Wins by Joe D'Amico - August 30, 2012
- NFL Odds to Win it All by Joe D'Amico - August 30, 2012
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Hagel Has Enough Support for Defense Secretary
February 21, 2013
Barring any new, damaging information, Chuck Hagel has secured the necessary votes for the Senate to confirm him to be the nation's next defense secretary. A vote ending the bitter fight over President Barack Obama's choice for his revamped second-term, national security team is expected next week.
Hagel cleared the threshold when five-term Republican Sen. Richard Shelby of Alabama said he would vote for the former GOP senator from Nebraska after joining other Republicans last week in an unprecedented filibuster of the Pentagon nominee.
"He's probably as good as we're going to get," Shelby told the Decatur (Ala.) Daily.
Although a Republican, Hagel has faced strong GOP opposition, with many of his former colleagues voting last week to stall the nomination. Republicans have questioned Hagel's support for Israel, tolerance of Iran and willingness to cut the nuclear arsenal. His opposition to the Iraq war after his initial vote for the conflict angered his onetime friend, Sen. John McCain, R-Ariz.


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Beauty and the basics 0
Hello Fitting Talk readers!
I have been away from this blog for a little while as my family and I popped to a rainy Cornwall for a week. I do love the fresh air and light down there, such a beautiful part of the country – just a shame it chose to tip it down for much of our hols! My girls loved it too – I am mum to toddler twin girls – check them out enjoying some Padstow chips
So, back to the business of bras.


text:
|Construction, agriculture, irrigation / AFRAN Development, MADERA International.
|Constructive education for special groups: handicapped and deviant children / W.D. Wall
|Consultancy for small businesses: the concept training the consultants / Malcolm Harper
|Consultancy report on Ghaziabad farms / prepared by Enrique Figueroa.
|Consultancy report on Ghaziabad farms, Afghanistan / prepared by Adin A. Hester.
|Consultancy report on biological pest control in Afghanistan / P. Katsoyannos
|Consultancy report on insect pests, mites and disease problems in the orchards and vineyards of 4 southwestern provinces of Afghanistan / by Pir Mohammed Siddiqi
|Consultancy report on poplar cultivation in Afghanistan / J.C. Tandon
|Consultant Bureau for Reconstruction
|Consultation report : interagency consultation on education in situations of emergency and crisis / UNESCO.
|Contact : a bi-monthly publication of the Christian Medical Commission, World Council of Churches.
|Containing proposals for a programme of relief, rehabilitation and reconstruction in Afghanistan / United Nations Development Programme
|Contemporary challenges in the civil-military relationship : complementarity or incompatibility? / Raj Rana.
|Contemporary countenance / Aziz Assoda Tahmas
|Contemporary history of Afghanistan: from reclamation of independence to Saur Revolution
|Contemporary history of the world (1900 - 1950) / translated by Omayun Hanifawand Moqadam
|Contemporary international relations / Najibullah Alikhel
|Contemporary orthopedics.
|Contemporary political ideologies: a comparative analysis / Lyman Tower Sargent
|Contemporary writers / Khasta
|Contents : 1. La viticulture en Afghanistan – 2. Ampélographie.
|Contents of the training courses of AITM / Afghan Development Training Center.
|Contexts and uses of marriage in Afghan society / Asger Christensen et al. in : Folk, v.24, 1982, pp.1-177.
|Continued protection, sustainable reintegration : Afghan refugees and migrants in Iran / M. Jalal Abbasi-Shavazi and D. Glazebook.
|Continuing education of health personnel and its evaluation: report on the technical discussions at the ... / World Health Organization
|Continuing the education of health workers: a workshop manual / F.R. Abbatt, A. Mejia
|Contraceptive technology updates / Ministry of Public Health.
|Contract delays led to cost overruns for the Kabul power plant and sustainability remains a key challenge / Special Inspector General for Afghanistan Reconstruction (SIGAR).
|Contribution a L'etude de la flore et de la vegetation des deserts D'Iran : (Dasht-e-Kavir, Dasht-e-Lut, Jaz Murian) / par J. Leonard.
|Control of Tuberculosis : a flipchart to accompany the course of instruction for community health workers manual / World Neighbors Overseas Development Materials, AKAP.
|Control of communicable diseases in man / edited by Abram S. Benenson
|Control of diarrhoeal disease outreach to the silent sector: the urban poor Dhaka, Bangladesh / Diana Silimperiin: Urban examples, no. 17, December 1991; 15-18 pp.
|Control of domestic flies / James R. Busvine
|Control of epidemic meningococcal disease: WHO practical guidelines / World Health Organisation
|Control of medicine / Khalilullah Muqadar
|Control over diabetes / Mohammad Ibrahim Zargarpoor, edited by Abdullah Nawabi and Homaira Behsodi
|Control the problem of Infants : guideline for doctors, nurses and LHV / Reproductive Health and Research World Health Organization, UNICEF, UNFPA, World Bank.
|Convention and protocol relating to the status of refugees / UNHCR
|Convention on children's rights 1989 / Department of Social Welfare, NWFP
|Convention on the Rights of the Child / UN
|Convention on the elimination of all forms of discrimination against women / UNICEF
|Convention on the elimination of all forms of discrimination against women
|Convention on the elimination of all forms of discrimination against women / United Nations Development Fund for Women.
|Convention on the rights of persons with disabilities.
|Convention on the the elimination of all forms of discrimination against women / United Nations
|Conversation class: text book / Kabul English Language Center
|Conversation of two Mujaheds / Itehad-e-Islami Afghanistan
|Conversation of two youths / Abdul Baqi Hoba
|Conversational Kabuli Dari / by Eugene H. Glassman
|Cookery of local foods of Afghanistan / Abdullah Afghanzada, compiled by Abdul Saboor Talib