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Church of Scientology

There are Wikipedia articles on Scientology and Church of Scientology

The Church of Scientology, or CoS, is a scientology church founded by the American science fiction writter, L Ron Hubbard. The scripture for scientologists are the writtings of L Ron Hubbard. The first scientology book written by L Ron Hubbard was Dianetics. Hubbard wrote other scientology books also. He wrote around 25 million words.

The other branch of Scientology is Free Zone Scientology.

This page is a learning resource for the Wikiversity Center for the Study of Scientology.

Basic Beliefs of Scientologists

 * Scientology is the study of the truth, and learning how to handle the spirit in relationship to itself and other.
 * Man consists of body, mind, and thetan. The thetan is the equivalent to the soul in other religions.
 * Everything is trying to survive
 * Do not take any drugs
 * That affinity, reality and communication assist in our relations with others
 * The higher up on the tone scale the more free you are
 * Auditing helps people examine specific areas of their existence so they can rid themselves of unwanted spiritual conditions. This in turn helps them reach higher levels of being

Aims of Scientology
L Ron Hubbard wrote about the aims of scientology saying:
 * "A civilization without insanity, without criminals and without war, where the able can prosper and honest beings can have rights, and where man is free to rise to greater heights, are the aims of Scientology."
 * Critics of the group disagree with this. Many say that the groups aim is to make money. They say that the Church does not care about others. It only cares about itself.

Dianetics
The book Dianetics was the first self help book ever to be written. It was written by L Ron Hubbard in the year 1950. Some key concepts in the book are:
 * There is a part of the mind that stores all your traumatic memories which contain some measure of unconsciousness. This part causes you to do illogical/contra-survival things, get ill, and causes everything else that is contra-survival.
 * Traumatic memories are called engrams.
 * The other part of your mind takes in all the good memories. When this part of the mind is controlling you do prosurvival things.
 * Auditing is meant to help you to get rid of all your engrams and reach a state called "clear".

Auditing
The central practice of Scientology is "auditing" (from the Latin word audire, "to listen"), which is a one-on-one communication with a trained Scientology counselor or "auditor". The auditor follows an exact procedure toward rehabilitating the human spirit. Most auditing uses an E-meter, a device that measures very small changes in electrical resistance through the human body when a person is holding onto tin cans and a small current is passed through them.

The auditing process is intended to help the practitioner (referred to as a preclear or PC) to unburden himself or herself of specific traumatic incidents, prior ethical transgressions and bad decisions, which are said to collectively restrict the preclear from achieving his or her goals and lead to the development of a "reactive mind". In one form of auditing the auditor asks the preclear to respond to a list of questions which are designed for specific purposes and given to the preclear in a strictly regulated way. Auditing requires that the preclear be a willing and interested participant who understands the questions, and the process goes more smoothly when he or she understands what is going on, in fact rule #19 of the Auditors' Code forbids an auditor to let a preclear run a wrongly understood command. Per Church policy, auditors are trained not to "evaluate for" their preclears; i.e., they are forbidden from suggesting, interpreting, degrading or invalidating the preclear's answers. The E-meter is used to help locate an area of concern.

Scientologists have claimed benefits from auditing including improved IQ, improved ability to communicate, enhanced memory, alleviated dyslexia and attention deficit problems, and improved relaxation.

During the auditing process, the auditor may collect personal information from the person being audited in a manner similar to a psychotherapy session or confessional. The Auditors' Code states that an auditor promises never to use the secrets of a preclear divulged in session for punishment or personal gain. The Church maintains that its auditing records are kept confidential, although at least one organizational directive (GO 121669) specifically authorized the use of these auditing records for purposes of "internal security". Auditing records are referred to within Scientology as "PC (preclear) folders" and are said to be stored securely when not being added to during auditing sessions.

ARC triangle
Another basic tenet of Scientology is the three related (and intrinsically spiritual) components that make up successful "livingness": affinity (emotional responses), reality (an agreement on what is real) and communication (the exchange of ideas). Hubbard called this the "ARC Triangle". Scientologists utilize A.R.C. as a central organizing principle in their own lives, primarily based upon the belief that improving one aspect of the triangle increases the level of the other two.

Tone scale
The tone scale is a characterization of human mood and behavior by various positions on a scale. The scale ranges from -40 ("Total Failure") to +40 ("Serenity of Being"). Positions on the tone scale are usually designated by an emotion, but Hubbard also described many other things that can be indicated by the tone scale levels, such as aspects of a human's health, mating behavior, survival potential, or ability to deal with truth. The tone scale is frequently used by Scientologists to evaluate humans. According to Scientology, the lower the individual is on the tone scale, the more complex and convoluted one's problems tend to be, and the more care and judgment should be exercised regarding communication and interaction with that individual.

Past lives
In Dianetics, Hubbard proposed that the cause of "aberrations" in a human mind was an accumulation of pain and unconscious memories of traumatic incidents, some of which predated the life of the human. He extended this view further in Scientology, declaring that thetans have existed for tens of trillions of years (several orders of magnitude greater than what mainstream science generally estimates the age of the universe to be). During that time, Hubbard explains, they have been exposed to a vast number of traumatic incidents, and have made a great many decisions that influence their present state. According to an early lecture of Hubbard's, it is, as a practical matter, both impossible and undesirable to recall each and every such event from such vast stretches of time. As a result, Hubbard's three decade development of Scientology focused on streamlining the process to address only key factors. Hubbard stated that Scientology materials as described in books, tapes, and research notes include a record of everything that was found in the course of his research. Not all things found are stated to have been experienced by all animals on Earth.

According to Hubbard, some of the past traumas may have been deliberately inflicted in the form of "implants" used by extraterrestrial dictatorships such as Helatrobus to brainwash and control humans. Scientology doctrine includes a wide variety of beliefs in complex extraterrestrial civilizations and alien interventions in Earthly events, collectively described by Hubbard as "space opera". There is a huge Church of Spiritual Technology symbol carved into the ground at Scientology's Trementina Base that is visible from passing aircraft or from satellite photography. Washington Post reporter Richard Leiby wrote, "Former Scientologists familiar with Hubbard’s teachings on reincarnation say the symbol marks a 'return point' so loyal staff members know where they can find the founder’s works when they travel here in the future from other places in the universe."

Helpful Links
Official
 * Official Website

Neutral

 * Wikipedia Article

Critical

 * Operation Clambake
 * Xenu TV

title: Church of Scientology


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Talk:Home economics

Book content
Does this belong in Wikibooks? --Remi 01:04, 19 March 2007 (UTC)
 * There will always be a certain overlap between Wikibooks and Wikiversity. Anyone may create a book on Wikiboosk from resources on Wikiversity, transwiki is recommended with user history, particularly if there is more than one contributor. Likewise, if some book on Wikibooks is facing deletion there, but has some possible educational value, it could be transwikied to Wikiversity. (The same for Wikipedia articles, by the way, though this is rarely done.)

 * However, the comment above was made when the page looked like this. That content was not appropriate for here, nor for Wikibooks. It's an encyclopedic article (and not correct, in fact, in the lede, there is an obvious error,), the article is not a learning resource covering home economics, as it was when it was started, it's an article about the field of home economics.
 * While those were the wild and wooly days of Wikiversity, that this loss of actual educational material was allowed, apparently not even noticed, is diagnostic of wiki dysfunction. We will need much better organization to clean this up and prevent it from recurring.
 * Essentially, to be maximally useful, Wikiversity needs reliable process, the same as any wiki. We have gotten much, much better, but we need even more.
 * I have edited the resource to restore the home ec material and encourage expansion, and I am considering removing the "history of home economics" material and replacing it with a Wikipedia link. We do not need to fork Wikipedia where there is no controversy that Wikipedia doesn't cover adequately, and no educational value added here (as by setting up discussion of the topic, which is generally prohibited on Wikipedia.) --Abd (discuss • contribs) 19:40, 31 August 2014 (UTC)

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

title: Talk:Home economics


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Talk:Forming a band

I'll edit this page as much as I can. It will probably not be to much though. Peace:) --Sir James Paul 02:19, 19 March 2007 (UTC)

title: Talk:Forming a band


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Corporate Strategy

Corporate Strategy
Key concepts to learn:

 * Porters Five Forces
 * Positioning
 * Game Theory
 * Sustainable Competitive Advantage
 * Strategy Maps and the Balanced Scorecard.

Good thing to read when the summaries of the concepts won't do:

 * Porter, What is Strategy?

title: Corporate Strategy


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Decision models

Decision models are part of the core curriculum of many business schools. The reason why is probably because "average" performance of a firm is distinct from the implied performance of the averages, if the components which combine to create that average performance have differing distributions or deviations.

Decision models will typically cover the following concepts and software packages:
 * decision trees
 * linear programming
 * Crystal Ball, @Risk or Theta Suite simulation software.

title: Decision models


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Corporate finance

Finance is among the most stereotypically MBA things an MBA will learn.

Aim of 'Corporate Finance' is to help financial managers value assets and make informed decisions.

If you want to understand corporate finance, learn thoroughly:
 * the implications of the Modigliani-Miller theorem
 * the time value of money
 * how to calculate the NPV of a project
 * how to calculate the WACC of a project or company
 * how to do a decent DCF

Putting it all together, you'd get something called a model. That model will tell you how much any asset that generates cash flows (such as a stock) is worth. People in business think that this might be useful to know.

More specifically, these tools are useful for evaluating the potential returns of various courses of action, including but not limited to capital investments.

title: Corporate finance


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Principles of Marketing/Implementation

Marketing Implementation
Key concepts to learn:
 * Customer lifetime value
 * conjoint analysis

title: Principles of Marketing/Implementation


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Organizational behavior and structure

Organizational Behavior and Structure
Organizational behavior classes cover concepts such as:
 * Taylorism
 * The Hawthorne Effect
 * Social Networks
 * Organizational Behavior

title: Organizational behavior and structure


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User:TheBookworm

The Main Idea
I am the Bookworm. Greetings! If anybody is viewing this page right now, please feel free to post questions below. I wil try to answer them A.S.A.P. I am usually found hanging about the wikiversity campus with my good friend, Frodo Baggins. I can also offer tutoring on the chat wiki if anybody is interested in 6th grade-below questions. (no, i am in 8th grade)

title: User:TheBookworm


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Teletraffic engineering/Forecasting Telephony Traffic

Summary
Forecasting is the process of estimation in unknown situations. Before forecasting can take place one must prepare the data. There are numerous forecasting techniques, with 5 of the most popular being Judgement-based, Causal/Econometric, Time Series, Analogous and Survey forecasting. A simple example of Judgement-based forecasting is given, using a technique called extrapolation.

Definition
Forecasting is the process of estimation in unknown situations. In this specific situation forecasting pertains to the estimation of future telephony traffic.

Forecasting
There are several methods utilized in the Forecasting process, as well as a step undertaken before any forecasting is done, that of Data Preparation

Data Preparation
Before one can analyze data for use in forecasting, the data must be "scrubbed" clean in order to remove unusual data or outliers. Removing the outliers results in more accurate forecasts.

Forecasting Methods
There are numerous methods which are utilized in forecasting, divided into sections according to how the theories were formulated

Judgement-based Methods
Judgement-based methods rely heavily on the experience of people in the field for which the forecasting is being undertaken.The main judgement-based methods are :

 * ExtrapolationExtrapolation: The usual method of forecasting is called Extrapolation, and assumes that future events will develop at the same rate and in the same manner as previous events. The first step is to acquire data on the previous events and to determine whether there is a pattern. If one is found the pattern is extended into the future, thus generating a forecast for the future. This extension of pattern utilizes extrapolation tools such as the S-shaped logistic function or Gompertz curves , at the researchers discretion.

 * The Delphi Method: This method consists of asking a group of experts a number of questions pertaining to the area to be forecast. These experts give an estimation of future development and the researcher summarizes the responses. The experts are then shown the combined summary and asked to revise their opinion, if necessary.

Causal/Econometric Methods
Causal or Econometric Methods use the assumption that there is a link between certain events and variables; "For example, sales of umbrellas might be associated with weather conditions".

Two examples of Causal forecasting techniques are:
 * Econometrics
 * Regression Analysis

Time series Methods
Time Series methods consist of periodic measurements of events. These measurements are then used to extrapolate into the future. Three examples are included:

 * Exponential smoothing – "This method is based on a moving average of the data being analyzed, e.g. a moving average of sales figures".
 * Cyclical and seasonal trends – "This method focuses on previous data to help define a pattern or trend that occurs in cyclic or seasonal periods. Researchers can then use current data to adjust the pattern so that it fits this period’s data, and in so doing can forecast what will happen during the remainder of the current season or cycle".
 * Statistical models – "Statistical models allow the researcher to develop statistical relationships between variables. These models are based on current data and by means of extrapolation, a future model can be created. Extrapolation techniques are based on standard statistical laws, thus improving the accuracy of the prediction. Statistical techniques not only produce forecasts but also quantify precision and reliability".

Survey Methods
Survey methods involve the questioning of customers and thus can be accurate if undertaken correctly. One must first identify the target audience, by considering why such a survey is required. One then poses a series of questions to a sample from this target group, which are then analysed using statistical and analytical methods. typically the mean and variance of the sample are calculated for use, and are usually checked against other techniques results.

Analogous Methods
Analogous Methods consist of taking a foreign but more mature event which has similarities to that of the event that requires forecasting. As it is not possible for a foreign event to exactly mirror the current event, forecasting must compensate for these differences.

There are two recognised groups of Analogous methods :

 * Qualitative (symbolical) models
 * Quantitative (numeric) models

Examples
Extrapolation: There are currently 100 000 telephone lines in a large town. The number of lines has been expanding at a steady rate of 6 percent for the last 20 years. Given these figures, what is the forecast for the number of total lines in the next:

(a) year (b) 5 years (c) 10 years

Solution: The forecast (f) for the number of lines is the percentage yearly increase (p) to the power of the number of years in the future the forecast is being undertaken for (y), multiplied by the current number of lines (n). This gives us the equation:

$$f = n \times p ^ y$$

(a)$$f = 100000 \times 1.06 ^ 1$$

$$f = 106 000$$

(b)$$f = 100000 \times 1.06 ^ 5$$

$$f = 133 823$$

(c)$$f = 100000 \times 1.06 ^ {10}$$

$$f = 179 085$$

Remember that the answers have no decimal places, as you cannot have half a telephone line

Exercises
There are currently 80 000 cellphone users in a large town. The number of cell phone user has increased by 9 percent annually over the last 5 years. How many cellphone users are there forecast to be in:

(a) year (b) 5 years (c) 8 years

$$f = n \times p ^ y$$

(a)$$f = 80 000 \times 1.09 ^ 1$$

$$f = 87 200$$

(b)$$f = 80 000 \times 1.09 ^ 5$$

$$f = 123 090$$

(c)$$f = 80 000 \times 1.09 ^ 8$$

$$f = 159 405$$

Remember that the answers have no decimal places, as you cannot have half a telephone line.


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User:Rotxa

I'm spanish native living in England for 10 years. I'm student of maths & computing at the Open University. I'm also interested in (software ) reverse engineering. I translate about this matters EN<->ES<->CA, if you are interested contact me , but be patient because i don't have regular internet access

es:Usuario:Rotxa

title: User:Rotxa


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User talk:Real96

I'm new here, but you can find out more about me at Wikipedia. Real96 10:48, 19 March 2007 (UTC)

title: User talk:Real96


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Talk:Petroleum and natural gas engineering

Hellow! I am interest to your university.So I want to know petroleum engineering subject and also your petroleum department.Can you explain about this field.I want to attend your university.Are you give schlor?Please reply to my gmail adress mmhtun05@gmail.com.Thank you very much.

Incorrent Link
The Production Engineering links to the wrong type of "Production" Engineering. Production in the petroleum industry refers to engineering the most efficient process to remove oil and gas from the reservoir.199.218.109.241 19:55, 1 May 2007 (UTC)HMLJ


text: User talk:Zinigor

title: User talk:Zinigor


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Origins of Scientology

Welcome to the Wikiversity learning project about the Origins of Scientology.

This project is devoted to finding and reviewing reliable sources of information about the origin and early development of Scientology.

project notes: The following information needs to be updated to reflect the latest edits to the cited Wikipedia articles.

from the History of Dianetics article at Wikipedia
"The ideas of Dianetics originated in unpublished research L. Ron Hubbard supposedly performed in the 1920s and 1930s." <-- Like many statements in Wikipedia, this sentence was introduced to the encyclopedia with no citation. Hubbard would have been 19 in 1930. Claims have been made that by about the age of 12, L. Ron Hubbard began thinking about the topics and issues that would eventually lead to the development of Scientology. Should the thoughts of a growing boy be described as "research"?

"He recorded the results and his conclusions in an unpublished 1938 manuscript, Excalibur, the contents of which formed the basis for some of his later publications." <-- this is a vague statement. Why not describe what the "conclusion" was? The cited reference does not seem very relevant. Is the text of "The Anatomy Of Thought" (Hubbard Communication Office Policy Letter) available?

other Web sources
"at George Washington University.....he set out to determine precisely how the mind functioned." (source)

"1937 cytological experiments" (source)

"a new experimental path.....to determine how cells functioned..... an elaborate series of experiments in early 1938" (source)

Reading after near death experience in 1938 (source)

maybe 1920s and 1930s should be 1930s and 1940s (see)

From the Scientology article

 * In the 1965 edition of Scientology: The Fundamentals of Thought, he added, "Scientology is that branch of psychology which treats or (embraces) human ability. It is an extension of Dianetics which is in itself an extension of old-time faculty-psychology of 400 years ago."

Books
Mentioned in Dianetics: The Modern Science of Mental Health: Hubbard Dianetic Research Foundation (cites A Piece of Blue Sky).

Websites
1945 "The state of Connecticut passed licensure legislation for psychologists, becoming the first state to recognize psychology as a protected practice oriented profession." (source).

1947 - Spring Grove Hospital Center claims that prefrontal lobotomies cure mental illness (see)

When did New Jersey start to regulate psychologists?

The Hubbard Dianetic Research Foundation is described as the target of a law suit by the New Jersey State Board of Medical Examiners in 1951 (see Scientology's Relationship With Eastern Religious Traditions).

"The Hubbard Dianetic Research Foundation, Inc., was accused of operating a school for treatment of disease without a license in a complaint by the State Board of Medical Examiners" See: New Jersey Starts Action Against Dianetics. The cited law: "No school or college shall be conducted within the State for the purpose of training or qualifying students to practice medicine or surgery or any branch thereof or any method for the treatment of disease or any abnormal physical condition without first securing form the State Board of Medical Examiners a license authorizing it to do so."

"Various groups can also be said to be spin-offs either of academia or religious traditions. Scientology, UFO cults, and certain theistic evolutionist movements can be said to have obtained their roots from scientific, i.e. scholarly, studies, even though the source material may be on the fringes of the academic world or outright poor scholarship."

To what extent can dianetics be called a "religious doctrine"? . Additional description, "Dianetics, a melange of Eastern mysticism, Freudian psychoanalysis, and a fair amount of pseudo-science". "Dianetics: The Modern Science of Mental Health, authored in 1950 by L. Ron Hubbard, is the fundamental sacred text of Scientology"....." Negative sentiments are typically implied when the concepts "cult" and "sect" are employed in popular discourse. Since the Religious Movements Homepage seeks to promote religious tolerance and appreciation of the positive benefits of pluralism and religious diversity in human cultures, we encourage the use of alternative concepts that do not carry implicit negative stereotypes."

From the Scientology article

 * At Scientology it says: "Scientology is a system of beliefs and practices created by ..... L. Ron Hubbard in 1952 as a self-help philosophy."

 * A critical history of Scientology, by a Scientology archivist and former Scientologist
 * To what extent can Operation Clambake publications be trusted as NPOV sources of information?

 * "Scientology would be a study of knowledge," Hubbard stated in 1952. He went on to make it clear there is a difference between knowledge in recall, and understood, usable knowledge.  And that Scientology would guide its members toward the latter situation.

From the L. Ron Hubbard article
"In mid-1952, Hubbard expanded Dianetics into a secular philosophy which he called Scientology"

From the Church of Scientology article

 * First incorporation of a Church of Scientology, December 1953 in New Jersey, although "Scientology clubs" had been operating for at least a year before that.

Online resources

 * The History of Scientology Expansion. This website indicates that scientology started in 1951 (specific page) in the form of a new subject of study for Dianetics auditors.
 * a "Scientology center" in Phoenix, Arizona. Spring 1952?
 * Hubbard Association of Scientologists International (HASI)
 * "the first Journal of Scientology was published in August 1952"
 * The website of Michel Snoeck mentions a "Handbook for Preclears" that was published in December 1951 and used the term "scientology". Snoeck provides an interesting link to a description of a "new science of epistemology" that he claims was in the original version of the handbook. A 1952 publication called "Scientology: 8-80" is discussed by Snoeck and it describes the new science of scientology as a "science of knowledge" and introduces some ideas about thought as existing beyond physical reality.
 * A History of Man - was this book really called Scientology: A History of Man? Amazon.com 1952? The Library of Congress indicates that the full title is "Scientology, a history of man : a list and description of the principal incidents to be found in a human being".

Church of Scientology

 * says "The Church of Scientology was founded in December 1953" but cites this article which says, "Since its founding in 1950, Scientology has grown into a worldwide movement".
 * I guess the 1950 date is in reference to Dianetics.

From the Scientology article

 * In 1960 L. Ron Hubbard redefined Scientology as: "a religion by its basic tenets, practice, historical background and by the definition of the word “religion” itself."

Hubbard Association of Scientologists International

 * cites this webpage which says, "On 1 September 1954, the HAS became the HASI (HAS International) "to establish a religious fellowship and association for research into the spirit and the human soul and the use and dissemination [of Scientology materials]." .....the first incorporated Church of Scientology being founded in California on 18 February 1954."

Scientology and practicing medicine
See "New Jersey State Board of Medical Examiners", above.

In the Scientology article without a citation: "Scientology's principles have been characterized as pseudoscientific by scientists, medical doctors and psychotherapeutic practitioners." There are 10 items in the PubMed database for "scientology". Three of them:
 * "Complaints against scientology doctors" by van der Linde I.
 * "Scientology and APA"
 * "Scientology"

Wikipedia Scientology
"In 1993, contemporaneously with its official recognition of Scientology as a bonafide church, The United States Internal Revenue Service released and circulated to the press and to foreign governments a body of documents covered with an explanatory letter. It acknowledged that, in violation of their authority and in a more or less coordinated campaign stretching back to early 1953, the IRS, FBI and other government agencies had forwarded significant amounts of information on Scientology which they knew to be false and defamatory, some compiled without any factual basis by medical and psychiatric sources, to foreign intelligence agencies abroad. These agencies had also urged foreign governments to take action against the church. The motives for these actions were not explained. The cover letter requested removal of the false data from foreign government files, but it is unknown if this request had any effect."(Revision as of 08:57, 26 November 2001)(also 10 October 2001)

First Wikipedia edit: "religion" changed to "cult" by anon at 63.20.33.xxx

19 November 2001 Lee Daniel Crocker --> (note: this is one of our best carefully-polished well-debated articles; changes to content should not be made lightly.)

The above information about the IRS was removed by User:217.162.157.176 on 8 March 2003.

Wikipedia Operation Snow White
"The "Snow White Program" was written by L. Ron Hubbard" cites Bare-faced Messiah, any documents written by Hubbard? (online)

Other websites
The original Snow White program, provided as Exhibit II-10-A

"the original Snow White plan, written by L. Ron Hubbard himself on 20 April 1973" The document ("PROJECT HUNTER") shown says, "Any action taken against this area must also be very polite and not abusive". It outlines a plan to ask US government agencies to correct false information or face law suits.

Sources checking
All of the scientology-related Wikipedia articles seem to contain unverifiable sources of low quality. Many are attack websites that to not cite verifiable sources, and sites of the Church of Scientology are also of low quality concerning Hubbard's life or the founding of the church.

Wikipedia articles needed source verification

 * Scientology
 * L. Ron Hubbard
 * Dianetics

title: Origins of Scientology


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title: Category:Scientology


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User talk:Managingcurves

Thoughts? Dreams?
Hello, I noticed you added your name to the list at Introduction, but you didn't say what you wanted out of Wikiversity, or what you planned to do here. Do you have any thoughts on this that you'd like to share? Welcome to Wikiversity. :-) Cormaggio talk 11:00, 12 May 2007 (UTC)

title: User talk:Managingcurves


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Film editing/Editing dialog for music/Creating gaps

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="background-color: #ffffaa; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" | Lesson #01 - A quick overview of narrative dialog editing
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |
 * style="width: 50%; background-color: #fffff0; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

The necesasry coverage

 * Special filming for narrative music
 * When you film a conversation, you can film it two ways.

 * You can film the scene with a single shot showing both actors talking. If you do, there is absolutely no way to add gaps between the sentences of the dialog.  Don't do this if you want to have a narrative film score in the middle of the conversation.

 * You can film the scene from multiple camera angles so that you only see the mouth of one of the actors at a time. This is currently the way more serious conversations are filmed.  Therefore, there is nothing special you have to ask the director for.  It will be provided for you.

As you might guess, the scenes that are on this disk were filmed in the traditional way with lots of coverage. Therefore, the footage is ideal for adding narrative dialog by adding gaps between the sentences of the actor's dialog.
 * The scenes of "Blindman's Bluff Production"

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The ping pong match

 * Talking back and forth
 * In both scenes, the actors talk back and forth like a ping pong match.

 * As soon as one actors is finished, the next actor starts. This natural rhythm continues through the entire conversation.

 * Editing without narrative music
 * When you edit a conversation, you use this natural rhythm when you edit. Probably, you will use the exact same pause between the words of the different actors in your edit.  Even though you will take the audio from different shots, the audio will be combined to sound exactly like the original conversation.  There will be only a tiny gap between the words of one actor and the words of the other actor.

 * This will sound perfectly natural. No one will be able to tell that the dialog came from different shots.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Who is talking now?

 * The trick to add narrative music
 * When you watch one person listening to someone else speaking, you have no idea who who is talking. The facial expression of the actor does not tell the audience who is talking.

 * Therefore, when you add narrative music in the middle of a conversation, you show someone listening. The audience will not know if the music is talking or another actor is talking.

 * Not complicated
 * This sounds extremely complicated but it is surprisingly easy. You do not need to add cut away shots or anything.

If you edit a scene without adding narrative music, your first step is to edit together all of the pieces of the conversation. That is, you edit together all the audio.
 * The normal way

 * Example
 * If you have two people talking back and forth, you might start with the establishing shot for the first actor's dialog. Then you will cut to an over the shoulder shot for the second actor's dialog.  Then you cut to an over-the-shoulder shot of the other actor talking.  You will do this back and forth.  Finally, you begin cutting back and forth with the close up shots.  Finally you end the scene by cutting to the establishing shot for the final actor's dialog.

 * Separate tracks
 * When you edit the scene this way, it is much easier if you put the different actor's dialog in different tracks. This makes adding the gaps so much easier.

 * Figure out the music
 * Before you add gaps for the narrative music, you need to have the narrative music. That is why the film editor should also be the film composer.

 * Our example continued

 * For our example, we will add the following music

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The ping pong match

 * Talking back and forth
 * In both scenes, the actors talk back and forth like a ping pong match.

 * As soon as one actors is finished, the next actor starts. This natural rhythm continues through the entire conversation.

 * Editing without narrative music
 * When you edit a conversation, you use this natural rhythm when you edit. Probably, you will use the exact same pause between the words of the different actors in your edit.  Even though you will take the audio from different shots, the audio will be combined to sound exactly like the original conversation.  There will be only a tiny gap between the words of one actor and the words of the other actor.

 * This will sound perfectly natural. No one will be able to tell that the dialog came from different shots.

 * }

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The next page

 * The next page looks at the musical software you will need to compete this scene.
 * Software for creating narrative music [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Film editing/Editing dialog for music/Film scoring software

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Lesson summary

 * Making room for narrative music
 * When you have dialog, you have a very special need for music yet you have additional limitations on the music.

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Background vs. Narrative music

 * Background music
 * You can put background music anywhere.

 * Narrative Music
 * You can add narrative music almost anywhere... except over dialog.

 * }

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The next page

 * The next page gives a brief description of how you can score these movies.
 * How to create the music for these scenes [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Film editing/Editing dialog for music/Disk contents

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Two scenes

 * Scene 1
 * This is a very long scene (actually, three scenes in one.) The first scene sets the mood (and explains that the hero is blind but can still see what goes on around him.)  The second scene explains the two other people in the story.  The third scene presents all the emotions of the entire motion picture in a brief prologue.

 * Scene 2
 * The second scene is extremely short. There is nothing special about this scene (which is the last scene in the motion picture about these three characters.)  As the scene was filmed, there is absolutely no room for music except at the beginning and the end of the scene. That is not enough if you want to use narrative music.

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The course on film scoring for filmmakers

 * Complete the film scoring course
 * Before you start editing this scene, you need to complete the film scoring course. In the film scoring course for filmmakers, you learn to create simple musical sound effects from

 * Single notes
 * Repeating rhythms
 * Simple melodies

 * These are the elements that you will need to edit these scenes.

 * }

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The Story

 * Scene 1
 * A man is talking to his client. As he finishes, we notice that he has a walking cane for blind people.  Another man offers him a ride but the blind man says that he has not been to his office yet.  Then the blind man says, "Nice suit."  The other man is happy that someone noticed his new suit but then is annoyed when he realizes that the blind man cannot see the new suit but only smelled it.

 * The blind man goes into his office. There his beautiful female partner tells the blind man that he does not have to worry.  There are not clients in the office.  The the blind man jokes with his female partner about what she ate for breakfast.

 * In this scene, we also meet the new assistant named "Al". The assistant accidently left a box on the floor which the blindman almost falls over.

 * After the blind man enters his office, the beautiful female partner enters the room and asks the blinkman about his blindness. She wants to know why he continually looks out the window.  The blindman says he looks out the window because the sun is warm there.  This allows the blindman to hold the hand of his beautiful female partner.  From her reaction, we believe that she might be in love with the blindman.

 * The assistant enters the room. He makes a mistake and we learn more about the assistant and the relationship of the partners.  Finally the assistant and the beautiful female partner leave.  The blindman stares out the window at the Fisk Tower which he wants to destroy.

 * Scene 2
 * The second scene, the beautiful female law partner and the assitant are looking out the window at the Fisk Tower. They are supprised to see that the tower is shorter than it was yesterday.  They ask the blindman to come and take a look.  Then the assistant realizes his mistake and is imbarased.  The blindman knows what happened but he does not tell the others who remain confused at this turn of events.

 * style="width: 50%; background-color: Lavender; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;"|

The sections of the DVD-Video

 * Five sections
 * The first section is an overview movie of all the footage of the first scene. As you watch this, you will see the same dialog or action from different camera angles, one after the other.
 * A simple edit based on the audio and the action. When you listen to this edit, the conversations sound very natural even though the audio comes from many different takes.   Only the picture looks awkward.
 * Before you start editing this scene, you need to complete the film scoring course. In the film scoring course for filmmakers, you learn to create simple musical sound effects from

 * Single notes
 * Repeating rhythms
 * Simple melodies

 * These are the elements that you will need to edit these scenes.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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The next page

 * The next page explains how to add the gaps between the sentences of the dialog.
 * Creating the gaps for narrative music [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Film editing/Editing dialog for music/Film scoring procedures

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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The spotting session

 * No director ; No composer
 * In the spotting session, the director tells the film composer what music he wants. In this case, the director has not given us any notes and there is no music composer.  You are both the film composer and the editor.

 * Therefore, you will have to decide what moods are needed and how you will create the music which will create that mood.

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Write down all the moods

 * Preparation
 * The first scene is very long so it has lots of moods. This movie is a melodrama so there are even more moods that normal in a motion picture.

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 * }
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The moods of the first scene

 * Part 1
 * In the hall outside the law office, we have many moods:

 * The blindman is having a very serious conversation. Busy, busy, busy.  Since this conversation is not important to the story, we can cover the conversation with music.  This is one of the exceptions when you can use narrative music which covers up the dialog of the actors.  You don't want the audience to worry about this conversation so hide it with music.

 * When the man offers a ride to the blindman, we don't want the audience to feel anything. Therefore, there should be no music now.

 * When the man plays a joke on the man, we need to explain that the two men like each other. If we use the wrong music, the audience would get the wrong idea. The music must be humorous yet warm and friendly.

 * When the man enters the office, we don't want the audience to feel anything special. Therefore, no music as the blindman enters the law office.

 * When the beautiful law partner begins to joke, we need to tell the audience that she is not serious and that she is happy. The dialog is not clear on this.  With the proper music, this could be interpreted many different ways.

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Background vs. Narrative music

 * Background music
 * You c

 * Narrative Music
 * You ca

 * }

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The next page of this lesson

 * The next page tells you how to save your finished scene
 * How to create a demo reel [[Image:Crystal Clear action forward.png|24px]]

Contact your instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Film editing/Editing dialog for music/Your demo reel

Under Construction This Month
{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
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Save your work

 * Put your edit on your demo reel
 * When you complete an edit of a scene, you need to save your edit so you can show people how good you are at editing scenes. This means you must create a demo reel which is a DVD-Video disk of the scenes which you have edited.

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What is a demo reel

 * There are two parts to a demo reel
 * First, you need an overview of your work. This is tiny snippets (shots segments) taken from the scenes that you have edited.  The total time for this section should be 30 seconds to three minutes... never longer.  You must be able to demonstrate your editing skills very quickly for producers who are looking for an editor.

 * Second, you need complete scenes that you have edited. After you have attracted the interest of a film producer, the producer will want to look at complete scenes.  No one will look at this section unless you have a great first section.

 * }

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The next page

 * The next lesson is Lesson:Narrative dialog editing:Creating an editing workshop disk
 * Lesson:Narrative dialog editing:Creating an editing workshop disk [[Image:Crystal Clear action forward.png|24px]]

Contact Your Instructor

 * Your instructor for this class is Robert Elliott. To email me, you simply  Click Here. [[Image:Crystal Clear app xfmail.png|24px]]

 * }


text:
Airplane Flying Handbook

Contents

 * 1) Introduction to Flight Training
 * 2) Purpose of Flight Training
 * 3) Role of the FAA
 * 4) Role of the Pilot Examiner
 * 5) Role of the Flight Instructor
 * 6) Sources of Flight Training
 * 7) Practical Test Standards
 * 8) Flight Safety Practices
 * 9) Collision Avoidance
 * 10) Runway Incusion Avoidance
 * 11) Stall Awareness
 * 12) Use of Checklists
 * 13) Positive Transfer of Controls
 * 14) Ground Operations (Part 1), /Ground Operations (Part 2)/
 * 15) Visual Inspection
 * 16) Inside the Cockpit
 * 17) Outer Wing Surfaces and Tail Section
 * 18) Fuel and Oil
 * 19) Landing Gear, Tires, and Brakes
 * 20) Engine and Propeller
 * 21) Cockpit Management
 * 22) Ground Operations
 * 23) Engine Starting
 * 24) Hand Propping
 * 25) Taxiing
 * 26) Before Takeoff Check
 * 27) After Landing
 * 28) Clear of Runway
 * 29) Parking
 * 30) Engine Shutdown
 * 31) Postflight
 * 32) Securing and Servicing
 * 33) Basic Flight Maneuvers
 * 34) The Four Fundamentals
 * 35) Effects and Use of the Controls
 * 36) Feel of the Airplane
 * 37) Attitude Flying
 * 38) Integrated Flight Instruction
 * 39) Straight-and-Level Flight
 * 40) Trim Control
 * 41) Level Turns
 * 42) Climbs and Climbing Turns
 * 43) Descents and Descending Turns
 * 44) Pitch and Power
 * 45) Slow Flight, Stalls, and Spins
 * 46) Takeoff and Departure Climbs (Part 1), Takeoff and Departure Climbs (Part 2)
 * 47) /Ground Reference Maneuvers (Part 1)/, Ground Reference Maneuvers (Part2)
 * 48) Airport Traffic Patterns
 * 49) /Airport Traffic Patterns and Operations/
 * 50) /Standard Airport Traffic Patterns/
 * 51) Approaches and Landings
 * 52) Performance Maneuvers
 * 53) Night Operations
 * 54) Transition to Complex Airplanes
 * 55) Transition to Multiengine Airplanes
 * 56) Transition to Tailwheel Airplanes
 * 57) Transition to Turbopropeller Powered Airplanes
 * 58) Transition to Jet Powered Airplanes
 * 59) Emergency Procedures

Link to FAA Airplane Flying Handbook

PREFACE
The Airplane Flying Handbook is designed as a technical manual to introduce basic pilot skills and knowledge that are essential for piloting airplanes. It provides information on transition to other airplanes and the operation of various airplane systems. It is developed by the Flight Standards Service, Airman Testing Standards Branch, in cooperation with various aviation educators and industry.

This handbook is developed to assist student pilots learning to fly airplanes. It is also beneficial to pilots who wish to improve their flying proficiency and aeronautical knowledge, those pilots preparing for additional certificates or ratings, and flight instructors engaged in the instruction of both student and certificated pilots. It introduces the future pilot to the realm of flight and provides information and guidance in the performance of procedures and maneuvers required for pilot certification. Topics such as navigation and communication, meteorology, use of flight information publications, regulations, and aeronautical decision making are available in other Federal Aviation Administration (FAA) publications.

This handbook conforms to pilot training and certification concepts established by the FAA. There are different ways of teaching, as well as performing flight procedures and maneuvers, and many variations in the explanations of aerodynamic theories and principles. This handbook adopts a selective method and concept of flying airplanes. The discussion and explanations reflect the most commonly used practices and principles. Occasionally the word "must" or similar language is used where the desired action is deemed critical. The use of such language is not intended to add to, interpret, or relieve a duty imposed by Title 14 of the Code of Federal Regulations (14 CFR).

It is essential for persons using this handbook to also become familiar with and apply the pertinent parts of 14 CFR and the Aeronautical Information Manual (AIM). The AIM is available online at http://www.faa.gov/atpubs. Performance standards for demonstrating competence required for pilot certification are prescribed in the appropriate airplane practical test standard.

The current Flight Standards Service airman training and testing material and subject matter knowledge codes for all airman certificates and ratings can be obtained from the Flight Standards Service Web site at http://av-info.faa.gov.

The FAA greatly acknowledges the valuable assistance provided by many individuals and organizations throughout the aviation community whose expertise contributed to the preparation of this handbook.

title: Airplane Flying Handbook


text: File:Language tree02.png

title: File:Language tree02.png


text: File:Chapter 1 Introduction to Flight Training.JPG


text:
Airplane Flying Handbook/Introduction to flight training

Purpose of flight training
The overall purpose of primary and intermediate flight training, as outlined in this handbook, is the acquisition and honing of basic airmanship skills. Airmanship can be defined as: Learning to fly an airplane has often been likened to learning to drive an automobile. This analogy is misleading. Since an airplane operates in a different environment, three dimensional, it requires a type of motor skill development that is more sensitive to this situation such as: An airman becomes one with the airplane rather than a machine operator. An accomplished airman demonstrates the ability to assess a situation quickly and accurately and deduce the correct procedure to be followed under the circumstance; to analyze accurately the probable results of a given set of circumstances or of a proposed procedure; to exercise care and due regard for safety; to gauge accurately the performance of the airplane; and to recognize personal limitations and limitations of the airplane and avoid approaching the critical points of each. The development of airmanship skills requires effort and dedication on the part of both the student pilot and the flight instructor, beginning with the very first training flight where proper habit formation begins with the student being introduced to good operating practices.
 * A sound acquaintance with the principles of flight,
 * The ability to operate an airplane with competence and precision both on the ground and in the air, and
 * The exercise of sound judgment that results in optimal operational safety and efficiency.
 * Coordination:The ability to use the hands and feet together subconsciously and in the proper relationship to produce desired results in the airplane.
 * Timing:The application of muscular coordination at the proper instant to make flight, and all maneuvers incident thereto, a constant smooth process.
 * Control touch:The ability to sense the action of the airplane and its probable actions in the immediate future, with regard to attitude and speed variations, by the sensing and evaluation of varying pressures and resistance of the control surfaces transmitted through the cockpit flight controls.
 * Speed sense:The ability to sense instantly and react to any reasonable variation of airspeed.

Every airplane has its own particular flight characteristics. The purpose of primary and intermediate flight training, however, is not to learn how to fly a particular make and model airplane. The underlying purpose of flight training is to develop skills and safe habits that are transferable to any airplane. Basic airmanship skills serve as a firm foundation for this. The pilot who has acquired necessary airmanship skills during training, and demonstrates these skills by flying training-type airplanes with precision and safe flying habits, will be able to easily transition to more complex and higher performance airplanes. It should also be remembered that the goal of flight training is a safe and competent pilot, and that passing required practical tests for pilot certification is only incidental to this goal.

Role of the FAA
The Federal Aviation Administration (FAA) is empowered by the U.S. Congress to promote aviation safety by prescribing safety standards for civil aviation. This is accomplished through the Code of Federal Regulations (CFRs) formerly referred to as Federal Aviation Regulations (FARs).

Title 14 of the Code of Federal Regulations (14 CFR) part 61 pertains to the certification of pilots, flight instructors, and ground instructors. 14 CFR part 61 prescribes the eligibility, aeronautical knowledge, flight proficiency, and training and testing requirements for each type of pilot certificate issued.

14 CFR part 67 prescribes the medical standards and certification procedures for issuing medical certificates for airmen and for remaining eligible for a medical certificate.

14 CFR part 91 contains general operating and flight rules. The section is broad in scope and provides general guidance in the areas of general flight rules, visual flight rules (VFR), instrument flight rules (IFR), aircraft maintenance, and preventive maintenance and alterations.

Within the FAA, the Flight Standards Service sets the aviation standards for airmen and aircraft operations in the United States and for American airmen and aircraft around the world. The FAAFlight Standards Service is headquartered in Washington, D.C., and is broadly organized into divisions based on work function (Air Transportation, Aircraft Maintenance, Technical Programs, a Regulatory Support Division based in Oklahoma City, OK, and a General Aviation and Commercial Division). Regional Flight Standards division managers, one at each of the FAA’s nine regional offices, coordinate Flight Standards activities within their respective regions.

The interface between the FAA Flight Standards Service and the aviation community/general public is the local Flight Standards District Office (FSDO). The approximately 90 FSDOs are strategically located across the United States, each office having jurisdiction over a specific geographic area. The individual FSDO is responsible for all air activity occurring within its geographic boundaries. In addition to accident investigation and the enforcement of aviation regulations, the individual FSDO is responsible for the certification and surveillance of air carriers, air operators, flight schools/training centers, and airmen including pilots and flight instructors.

Each FSDO is staffed by aviation safety inspectors whose specialties include operations, maintenance, and avionics. General aviation operations inspectors are highly qualified and experienced aviators. Once accepted for the position, an inspector must satisfactorily complete a course of indoctrination training conducted at the FAA Academy, which includes airman evaluation and pilot testing techniques and procedures. Thereafter, the inspector must complete recurrent training on a regular basis. Among other duties, the FSDO inspector is responsible for administering FAA practical tests for pilot and flight instructor certificates and associated ratings. All questions concerning pilot certification (and/or requests for other aviation information or services) should be directed to the FSDO having jurisdiction in the particular geographic area. FSDO telephone numbers are listed in the blue pages of the telephone directory under United States Government offices, Department of Transportation, Federal Aviation Administration.

Role of the examiner
Pilot and flight instructor certificates are issued by the FAA upon satisfactory completion of required knowledge and practical tests. The administration of these tests is an FAA responsibility normally carried out at the FSDO level by FSDO inspectors. The FAA, however, being a U.S. government agency, has limited resources and must prioritize its responsibilities. The agency’s highest priority is the surveillance of certificated air carriers, with the certification of airmen (including pilots and flight instructors) having a lower priority.

In order to satisfy the public need for pilot testing and certification services, the FAAdelegates certain of these responsibilities, as the need arises, to private individuals who are not FAA employees. A designated pilot examiner (DPE) is a private citizen who is designated as a representative of the FAAAdministrator to perform specific (but limited) pilot certification tasks on behalf of the FAA, and may charge a reasonable fee for doing so. Generally, a DPE’s authority is limited to accepting applications and conducting practical tests leading to the issuance of specific pilot certificates and/or ratings. A DPE operates under the direct supervision of the FSDO that holds the examiner’s designation file. A FSDO inspector is assigned to monitor the DPE’s certification activities. Normally, the DPE is authorized to conduct these activities only within the designating FSDO’s jurisdictional area.

The FAA selects only highly qualified individuals to be designated pilot examiners. These individuals must have good industry reputations for professionalism, high integrity, a demonstrated willingness to serve the public, and adhere to FAA policies and procedures in certification matters. A designated pilot examiner is expected to administer practical tests with the same degree of professionalism, using the same methods, procedures, and standards as an FAA aviation safety inspector. It should be remembered, however, that a DPE is not an FAA aviation safety inspector. A DPE cannot initiate enforcement action, investigate accidents, or perform surveillance activities on behalf of the FAA. However, the majority of FAApractical tests at the recreational, private, and commercial pilot level are administered by FAA designated pilot examiners.

ROLE OF THE FLIGHT INSTRUCTOR
The flight instructor is the cornerstone of aviation safety. The FAA has adopted an operational training concept that places the full responsibility for student training on the authorized flight instructor. In this role, the instructor assumes the total responsibility for training the student pilot in all the knowledge areas and skills necessary to operate safely and competently as a certificated pilot in the National Airspace System. This training will include airmanship skills, pilot judgment and decision making, and accepted good operating practices.

An FAA certificated flight instructor has to meet broad flying experience requirements, pass rigid knowledge and practical tests, and demonstrate the ability to apply recommended teaching techniques before being certificated. In addition, the flight instructor’s certificate must be renewed every 24 months by showing continued success in training pilots, or by satisfactorily completing a flight instructor’s refresher course or a practical test designed to upgrade aeronautical knowledge, pilot proficiency, and teaching techniques.

A pilot training program is dependent on the quality of the ground and flight instruction the student pilot receives. A good flight instructor will have a thorough understanding of the learning process, knowledge of the fundamentals of teaching, and the ability to communicate effectively with the student pilot. A good flight instructor will use a syllabus and insist on correct techniques and procedures from the beginning of training so that the student will develop proper habit patterns. The syllabus should embody the "building block" method of instruction, in which the student progresses from the known to the unknown. The course of instruction should be laid out so that each new maneuver embodies the principles involved in the performance of those previously undertaken. Consequently, through each new subject introduced, the student not only learns a new principle or technique, but broadens his/her application of those previously learned and has his/her deficiencies in the previous maneuvers emphasized and made obvious.

The flying habits of the flight instructor, both during flight instruction and as observed by students when conducting other pilot operations, have a vital effect on safety. Students consider their flight instructor to be a paragon of flying proficiency whose flying habits they, consciously or unconsciously, attempt to imitate. For this reason, a good flight instructor will meticulously observe the safety practices taught the students. Additionally, a good flight instructor will carefully observe all regulations and recognized safety practices during all flight operations.

Generally, the student pilot who enrolls in a pilot training program is prepared to commit considerable time, effort, and expense in pursuit of a pilot certificate. The student may tend to judge the effectiveness of the flight instructor, and the overall success of the pilot training program, solely in terms of being able to pass the requisite FAA practical test. A good flight instructor, however, will be able to communicate to the student that evaluation through practical tests is a mere sampling of pilot ability that is compressed into a short period of time. The flight instructor’s role, however, is to train the "total" pilot.

SOURCES OF FLIGHT TRAINING
The major sources of flight training in the United States include FAA-approved pilot schools and training centers, non-certificated (14 CFR part 61) flying schools, and independent flight instructors. FAA "approved" schools are those flight schools certificated by the FAA as pilot schools under 14 CFR part 141. [Figure 1-2] Application for certification is voluntary, and the school must meet stringent requirements for personnel, equipment, maintenance, and facilities. The school must operate in accordance with an established curriculum, which includes a training course outline (TCO) approved by the FAA. The TCO must contain student enrollment prerequisites, detailed description of each lesson including standards and objectives, expected accomplishments and standards for each stage of training, and a description of the checks and tests used to measure a student’s accomplishments. FAA-approved pilot school certificates must be renewed every 2 years. Renewal is contingent upon proof of continued high quality instruction and a minimum level of instructional activity. Training at an FAA certificated pilot school is structured. Because of this structured environment, the CFRs allow graduates of these pilot schools to meet the certification experience requirements of 14 CFR part 61 with less flight time. Many FAA certificated pilot schools have designated pilot examiners (DPEs) on their staff to administer FAA practical tests. Some schools have been granted examining authority by the FAA. A school with examining authority for a particular course or courses has the authority to recommend its graduates for pilot certificates or ratings without further testing by the FAA. A list of FAA certificated pilot schools and their training courses can be found in Advisory Circular (AC) 140-2, FAA Certificated Pilot School Directory.

FAA-approved training centers are certificated under 14 CFR part 142. Training centers, like certificated pilot schools, operate in a structured environment with approved courses and curricula, and stringent standards for personnel, equipment, facilities, operating procedures and record keeping. Training centers certificated under 14 CFR part 142, however, specialize in the use of flight simulation (flight simulators and flight training devices) in their training courses.

The overwhelming majority of flying schools in the United States are not certificated by the FAA. These schools operate under the provisions of 14 CFR part 61. Many of these non-certificated flying schools offer excellent training, and meet or exceed the standards required of FAA-approved pilot schools. Flight instructors employed by non-certificated flying schools, as well as independent flight instructors, must meet the same basic 14 CFR part 61 flight instructor requirements for certification and renewal as those flight instructors employed by FAA certificated pilot schools. In the end, any training program is dependent upon the quality of the ground and flight instruction a student pilot receives.

PRACTICAL TEST STANDARDS
Practical tests for FAA pilot certificates and associated ratings are administered by FAA inspectors and designated pilot examiners in accordance with FAA-developed practical test standards (PTS). 14 CFR part 61 specifies the areas of operation in which knowledge and skill must be demonstrated by the applicant. The CFRs provide the flexibility to permit the FAA to publish practical test standards containing the areas of operation and specific tasks in which competence must be demonstrated. The FAA requires that all practical tests be conducted in accordance with the appropriate practical test standards and the policies set forth in the Introduction section of the practical test standard book.

It must be emphasized that the practical test standards book is a testing document rather than a teaching document. An appropriately rated flight instructor is responsible for training a pilot applicant to acceptable standards in all subject matter areas, procedures, and maneuvers included in the tasks within each area of operation in the appropriate practical test standard. The pilot applicant should be familiar with this book and refer to the standards it contains during training. However, the practical test standard book is not intended to be used as a training syllabus. It contains the standards to which maneuvers/procedures on FAA practical tests must be performed and the FAApolicies governing the administration of practical tests. Descriptions of tasks, and information on how to perform maneuvers and procedures are contained in reference and teaching documents such as this handbook. A list of reference documents is contained in the Introduction section of each practical test standard book.

Practical test standards may be downloaded from the Regulatory Support Division’s, AFS-600, Web site at http://afs600.faa.gov. Printed copies of practical test standards can be purchased from the Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. The official online bookstore Web site for the U.S. Government Printing Office is www.access.gpo.gov.

FLIGHT SAFETY PRACTICES
In the interest of safety and good habit pattern formation, there are certain basic flight safety practices and procedures that must be emphasized by the flight instructor, and adhered to by both instructor and student, beginning with the very first dual instruction flight. These include, but are not limited to, collision avoidance procedures including proper scanning techniques and clearing procedures, runway incursion avoidance, stall awareness, positive transfer of controls, and cockpit workload management.

COLLISION AVOIDANCE
All pilots must be alert to the potential for midair collision and near midair collisions. The general operating and flight rules in 14 CFR part 91 set forth the concept of "See and Avoid." This concept requires that vigilance shall be maintained at all times, by each person operating an aircraft regardless of whether the operation is conducted under instrument flight rules (IFR) or visual flight rules (VFR). Pilots should also keep in mind their responsibility for continuously maintaining a vigilant lookout regardless of the type of aircraft being flown and the purpose of the flight. Most midair collision accidents and reported near midair collision incidents occur in good VFR weather conditions and during the hours of daylight. Most of these accident/incidents occur within 5 miles of an airport and/or near navigation aids.

The "See and Avoid" concept relies on knowledge of the limitations of the human eye, and the use of proper visual scanning techniques to help compensate for these limitations. The importance of, and the proper techniques for, visual scanning should be taught to a student pilot at the very beginning of flight training. The competent flight instructor should be familiar with the visual scanning and collision avoidance information contained in Advisory Circular (AC) 90-48, Pilots’ Role in Collision Avoidance, and the Aeronautical Information Manual (AIM).

There are many different types of clearing procedures. Most are centered around the use of clearing turns. The essential idea of the clearing turn is to be certain that the next maneuver is not going to proceed into another airplane’s flightpath. Some pilot training programs have hard and fast rules, such as requiring two 90° turns in opposite directions before executing any training maneuver. Other types of clearing procedures may be developed by individual flight instructors. Whatever the preferred method, the flight instructor should teach the beginning student an effective clearing procedure and insist on its use. The student pilot should execute the appropriate clearing procedure before all turns and before executing any training maneuver. Proper clearing procedures, combined with proper visual scanning techniques, are the most effective strategy for collision avoidance.

RUNWAY INCURSION AVOIDANCE
A runway incursion is any occurrence at an airport involving an aircraft, vehicle, person, or object on the ground that creates a collision hazard or results in a loss of separation with an aircraft taking off, landing, or intending to land. The three major areas contributing to runway incursions are:
 * Communications,
 * Airport knowledge, and
 * Cockpit procedures for maintaining orientation.

Taxi operations require constant vigilance by the entire flight crew, not just the pilot taxiing the airplane. This is especially true during flight training operations. Both the student pilot and the flight instructor need to be continually aware of the movement and location of other aircraft and ground vehicles on the airport movement area. Many flight training activities are conducted at non-tower controlled airports. The absence of an operating airport control tower creates a need for increased vigilance on the part of pilots operating at those airports.

Planning, clear communications, and enhanced situational awareness during airport surface operations will reduce the potential for surface incidents. Safe aircraft operations can be accomplished and incidents eliminated if the pilot is properly trained early on and, throughout his/her flying career, accomplishes standard taxi operating procedures and practices. This requires the development of the formalized teaching of safe operating practices during taxi operations. The flight instructor is the key to this teaching. The flight instructor should instill in the student an awareness of the potential for runway incursion, and should emphasize the runway incursion avoidance procedures contained in Advisory Circular (AC) 91-73, Part 91 Pilot and Flightcrew Procedures During Taxi Operations and Part 135 Single-Pilot Operations.

STALL AWARENESS
14 CFR part 61 requires that a student pilot receive and log flight training in stalls and stall recoveries prior to solo flight. During this training, the flight instructor should emphasize that the direct cause of every stall is an excessive angle of attack. The student pilot should fully understand that there are any number of flight maneuvers which may produce an increase in the wing’s angle of attack, but the stall does not occur until the angle of attack becomes excessive. This "critical" angle of attack varies from 16 to 20° depending on the airplane design.

The flight instructor must emphasize that low speed is not necessary to produce a stall. The wing can be brought to an excessive angle of attack at any speed. High pitch attitude is not an absolute indication of proximity to a stall. Some airplanes are capable of vertical flight with a corresponding low angle of attack. Most airplanes are quite capable of stalling at a level or near level pitch attitude.

The key to stall awareness is the pilot’s ability to visualize the wing’s angle of attack in any particular circumstance, and thereby be able to estimate his/her margin of safety above stall. This is a learned skill that must be acquired early in flight training and carried through the pilot’s entire flying career. The pilot must understand and appreciate factors such as airspeed, pitch attitude, load factor, relative wind, power setting, and aircraft configuration in order to develop a reasonably accurate mental picture of the wing’s angle of attack at any particular time. It is essential to flight safety that a pilot take into consideration this visualization of the wing’s angle of attack prior to entering any flight maneuver.

USE OF CHECKLISTS
Checklists have been the foundation of pilot standardization and cockpit safety for years. The checklist is an aid to the memory and helps to ensure that critical items necessary for the safe operation of aircraft are not overlooked or forgotten. However, checklists are of no value if the pilot is not committed to its use. Without discipline and dedication to using the checklist at the appropriate times, the odds are on the side of error. Pilots who fail to take the checklist seriously become complacent and the only thing they can rely on is memory.

The importance of consistent use of checklists cannot be overstated in pilot training. A major objective in primary flight training is to establish habit patterns that will serve pilots well throughout their entire flying career. The flight instructor must promote a positive attitude toward the use of checklists, and the student pilot must realize its importance. At a minimum, prepared checklists should be used for the following phases of flight.

 * Preflight Inspection.
 * Before Engine Start.
 * Engine Starting.
 * Before Taxiing.
 * Before Takeoff.
 * After Takeoff.
 * Cruise.
 * Descent.
 * Before Landing.
 * After Landing.
 * Engine Shutdown and Securing.

POSITIVE TRANSFER OF CONTROLS
During flight training, there must always be a clear understanding between the student and flight instructor of who has control of the aircraft. Prior to any dual training flight, a briefing should be conducted that includes the procedure for the exchange of flight controls. The following three-step process for the exchange of flight controls is highly recommended. When a flight instructor wishes the student to take control of the aircraft, he/she should say to the student, "You have the flight controls." The student should acknowledge immediately by saying, "I have the flight controls." The flight instructor confirms by again saying, "You have the flight controls." Part of the procedure should be a visual check to ensure that the other person actually has the flight controls. When returning the controls to the flight instructor, the student should follow the same procedure the instructor used when giving control to the student. The student should stay on the controls until the instructor says: "I have the flight controls." There should never be any doubt as to who is flying the airplane at any one time. Numerous accidents have occurred due to a lack of communication or misunderstanding as to who actually had control of the aircraft, particularly between students and flight instructors. Establishing the above procedure during initial training will ensure the formation of a very beneficial habit pattern.


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User:Sitkajo

I am an applied statistician working in fisheries and marine biology.

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User talk:Efair282

Hello!

I would like to find out what you think about wikiversity? What does it do for you and what do you hope to acheive thanks to it. I'm all ears.

title: User talk:Efair282


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Modelling

Schools:

Computer Science: Software Engineering Theoretical Computer Science

Mathematics: Mathematical Logic & Foundations

Modelling in Computer Science is about describing Software or Systems (Software+Hardware) based on simple formal languages. For example a Use-Case-Model is often used as a Model of a program. It uses a formal language together with pieces of natural language. It is usually noted graphically. It is far from describing the program completely. It's aim is to capture certain aspects of the program.

Therefore it's formal language is very little expressive (much less than e.g. a structured programming language): this is restrictive on one hand, but on the other hand is very helpful to keep it simple in the first place. This trade-off is a central issue in considering modelling languages.

Why Modelling is important to Computer Science

 * 1) Although software development in the end delivers programs it is not mainly about programming.
 * 2) The critical jobs in software development lie in analysis (i.e. understanding of the customer) and design (i.e. deciding on the software architecture).
 * 3) Analysts and Designers (Architects) mainly work and think in models, e.g. of Use Cases, Component Structures etc.
 * 4) Thus modelling is central to industrial software development (i.e. neither programming nor technical writing is).
 * 5) Modelling is about reducing complexity by focussing on certain aspects of a program, like its components and their interfaces in one view and the states of this system in another diagram.
 * 6) Modelling is done employing modelling languages, like Entity Relationship Diagrams or UML.
 * 7) The single parts of modelling languages are less expressive than a programming language, a component model is mainly a simple relation among its elements far from the expressive power of a type 3-2-1-0 (i.e. programming-)language.
 * 8) This simplification of language is restrictive but useful to decompose the program to it's really important aspects (like the user-view or the overall structure) leaving the details to the implementation.
 * 9) Thus the quality of the model (e.g. the way the program is structured) is central for the further work.
 * 10) So it is important for people that work in software development on a conceptual level (especially for analysts and designers) to learn the trade of modelling, like programmers learn the trade of programming.
 * 11) As well as learning to program is not about learning instructions by heart, learning to model is not about learning all the elements of UML (or any other language).
 * 12) Instead, learning to model is about learning to differenciate good models from bad ones, to build good models efficiently, to form an opinion about a modelling language and to fit or even create a modelling language wrt certain purposes.
 * 13) This requires a good understanding about the concepts behind modelling languages.
 * 14) A well-structured course on modelling should teach the concepts behind modelling languages, starting from their basics in mathematics up to their application in real world languages like UML, SysML etc.
 * 15) Unfortunately there is no homogenous collection of such concepts today and also the coupling from basics to real world is very loose.
 * 16) So the concepts behind modelling still must be developed - not from scratch, since there is a lot that has been done already in different disciplines, but by bringing existing things together and showing their relevance to modelling.

The Approach

 * This course aims on a deep understanding of modelling. If some shallow knowledge is enough for your purposes you'll be happier with some good introduction to UML or similar.
 * Goals:
 * Sort out relevant theory, mainly in mathematics and theoretical computer science (also stating the prerequisites)
 * Systematically(!) link theory to practical issues (i.e. some punctual examples of application are not enough!)
 * By employing mathematical concepts for modelling purposes pure maths becomes applied maths
 * Since Modelling is about very elementary languages the theoretical background can be found mainly among the more simple formal languages, like e.g. relational first order languages or regular languages.

Some Syllabus

 * Prerequisites:
 * Propositional Logic
 * Basic Predicate Logic
 * Higher Order Logics
 * Baseline
 * Philosophy of modelling
 * Definition?
 * The Role of Sets
 * Typical scenario
 * Basic Set Theory
 * Basic operations
 * Modelling with sets
 * Algebraic Descriptions
 * Classification and Formal Concept Analysis
 * Equivalence classes
 * Concept
 * Relationships and Basic Finite Model Theory
 * Relational first order models
 * Characterisation of finite models
 * Describing properties of finite models
 * The useful parts of Graph Theory
 * Important properties of finite relational models
 * Relational patterns
 * tbc ...
 * What this subject is not about (differences and similarities)
 * Theories of Programming (Programming vs. Modelling)
 * ... although the basic idea is very similar
 * but as a software designer your job is modelling not programming
 * but as a software designer your job is modelling not programming

title: Modelling


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User:Rhys Andrew Cook

Titles designer.

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Korean Language/Introduction

The Korean written language is properly called Hangul, although its English spelling is not always identical across sources.

Korean was written with Chinese characters, but this was replaced by the hangul alphabet. Both the old logographic system and the newer phonetic system are in use in Korea today, however hangul is predominant in everyday usage.

One who learns Hangul's phonetic alphabet might sound out printed words without the least understanding of their content. As an amusement, one might write English sentences using Hangul's phonetic alphabet.

There are two counting systems in Hangul, the native counting system and a system borrowed from Chinese. They are used for enumerating different things. For comparison, think of the English cardinals "one, two, three,...", ordinals "first, second, third,..." and prefixes "uni-, bi-, tri-,...".

The native counting system is used for counting among others things, people, furniture, meals and hours.

The Sino-Korean system is used commonly for measurements, such as metres, seconds, minutes, money and floors (in a building).

Vowels are pronounced roughly as in Spanish, except the combination "eo" is pronounced like "u" in "fun." The "l" at the end of words is non-velarized.

Shawn's Hangul page - describes the phonetic Korean alphabet.

title: Korean Language/Introduction


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Portal:Intellectual property law/Related news

Related news

 * March 19, 2007 - Groups push to have businesses donate unused patents.