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Aviation Weather

Online Courses
Aviation Weather Theory

The pilot's weather tools
To accurately gather weather data to ensure a successful flight, pilots have access to many different resources that inform them of what the weather is up to.

METARs
Every pilot and even student for that matter has been exposed to a METAR. Roughly translated from the French as METeorlogical Aviation Routine weather Reports, a METAR is of course the hourly surface weather observation issued 5 minutes before the hour and available to the aviation community and used by the National weather service to determine an airport's flying conditions (IFR,MVFR, VFR). You can obtain these from a variety of places both online and by phone.

This is the basic knowledge of what ground school consists of on this topic other than deciphering its acronyms. Although as a pilot, sometimes its nice to know a little about how these services came to be without going too much into detail. Funny enough, the change to our current acronym of METAR is fairly recent.

History
Before the current interpretation of weather data, there were two formats, and, in rough terms, it was "us and them" or rather, to be more precise, the North American countries reported weather differently from the rest of the world. North Americans were using SAO or "Surface Aviation Observation" (which was adopted in the 1950s), while the rest of the world was using the currently known METAR or "METeorological Aviation Routine weather reports". The FAA, which determines aviation requirements in the US, became increasingly aware that expanding numbers of international flights and pilots alike was creating a strong need to standardize weather report interpretations internationally.

The National Weather Service standardized the weather reports into what we now know as METARs. To reduce the stress on US aviation citizens, the metric system was kept to a minimum: for example, the winds were kept in knots instead of meters per second, visibility in miles, altimeter settings in inches of mercury instead of hectoPascals, and RVR continued in feet. Temperatures, however, are converted to Celsius to allow for better conversions. The biggest change is simply the order in which elements are reported.

Translating METARs
So in a sense, although the attempt at standardizing weather code from SAO to METAR is apparent, the actual translation is not substantial. Oh and for those of you who are students or pilots that don’t like translating code, there is a reason and a cure. First off do realize that METARs are always originated in code and probably will be for a while. The reason seems to be that with the vast amount of changes and updates to weather reports would overload the system. The great news is that now it is possible to translate the code online either through request from sites such as NOAA or by looking up the code yourself which will put it in simple English. Sometimes this helps those who are new to learn the code and not miss anything during preflight weather preparations.

A closer look at the METAR
The following example is a METAR taken from Vancouver International Airport in Vancouver, British Columbia

METAR CYVR 120200Z 14021G27KT 20SM -SHRA FEW030 BKN058 OVC090 10/06 A2982 RMK SC2SC5AC2 PCPN VRY LGT SLP098=

Like mentioned above, METARs are observed and posted on an hourly basis. An airport can also issue an METAR that is not on the hour, this observation is called a SPECI. SPECI is abbreviated for special because the report was issued based on a significant change in conditions such as a violent temperature change, cloud layer movement, precipitaion, visibility, ect. Looking back at the Vancouver METAR, the observation can be translated as such.

METAR: Simply indicated that the observation is a METAR observation.

CYVR: This is the aerodrome ident of which the observation originates, in this case, the aerodrome is Vancouver International.

120200Z: This is the time of which the METAR was issued, the first two numbers are the date, so 12 would mean the twelfth day of the month. The 0200Z is the time indicated in UTC, in aviation, it is indicated as Zulu time hence the Z on the end. The time 0200 can be translated to 2:00.

14021G27: This is the current wind observation. The first three numbers indicate the wind direction in degrees true while the following numbers indicate the wind speed measured in knots. From this figure we gather that the wind is at 140 degrees true and is at 21 knots gusting to 27 knots.

20SM: Indicates the visibility at the airport; in this case, the visibility is 20 Statute Miles.

-SHRA: Means that there is rain showers at the airport, the negative sign at the begining indicates the severity of the precipitation, a negative sign meaning light, no sign at all meaning moderate, a positive(+) sign meaning heavy.

FEW030 BKN058 OVC090: These are the current cloud layers observed. FEW030 is few clouds at 3000 feet ASL, BKN058 is broken clouds at 5800 feet ASL, and OVC090 is overcast clouds at 9000 feet ASL. ASL is abbreviated for above sea level, and you add two zeros on the end of the numbers to receive the actual altitude of the clouds.

10/06: Current temperature and dewpoint, Temperature is 10 degrees celsius while the dewpoint is 6 degrees celsius.

A2982: Altimeter setting observed, in this case 29.82 Hg/m

RMK SC2SC5AC2 PCPN VRY LGT: Any remarks which the observation has. SC2SC5AC2 indicates that in respect to the observed cloud layers, the clouds are composed of 2 ocatas of strato cumulus clouds, 5 octas of stratocumulus clouds, and 2 octas of alto-cumulus clouds. PCPN VRY LGT indicates that precipitation is very light.

SLP098: Indicates sea level pressure.

quiz
{METARs are roughly translated from the French as _________.
 * type="[]"}

+ METeorological Aviation Routine weather Reports - METeorological Airline Regular weather Reports - METeorological Airport Regular weather Reports
 * Correct! This is the accurate translation of METAR from French.
 * Incorrect. Remember, METAR stands for METeorological Aviation Routine weather Reports.
 * Incorrect. The correct translation is METeorological Aviation Routine weather Reports.

{Before the current interpretation of weather data, North Americans were using _________ while the rest of the world was using METAR.
 * type="[]"}

+ SAO or Surface Aviation Observation - Surface Aircraft Observation - Standard Aviation Observation
 * Correct! SAO stands for Surface Aviation Observation.
 * Incorrect. The correct term is Surface Aviation Observation.
 * Incorrect. Remember, it's Surface Aviation Observation.

{The FAA became increasingly aware that expanding numbers of international flights and pilots was creating a need to _________.
 * type="[]"}

+ standardize weather report interpretations internationally - localize weather report interpretations - diversify weather report interpretations
 * Correct! The FAA aimed to standardize weather report interpretations on an international scale.
 * Incorrect. The FAA's goal was to standardize, not localize, weather report interpretations.
 * Incorrect. The aim was to standardize, not diversify, the interpretations.

{METARs are always originated in code because _________.
 * type="[]"}

+ the vast amount of changes and updates to weather reports would overload the system - it's easier for pilots to read - it's an international standard
 * Correct! Using code for METARs prevents the system from being overwhelmed by frequent changes and updates.
 * Incorrect. The primary reason is to prevent system overload, not ease of reading.
 * Incorrect. While METARs are standardized, the main reason for using code is to prevent system overloading.

{In the METAR example from Vancouver International Airport, "14021G27" indicates _________.
 * type="[]"}

+ the wind is at 140 degrees true and is at 21 knots gusting to 27 knots - the wind is at 140 knots and is gusting from 21 to 27 degrees - the wind is at 21 degrees true and is at 140 knots gusting to 27 knots
 * Correct! The wind direction is 140 degrees true, with a speed of 21 knots and gusts up to 27 knots.
 * Incorrect. The first three numbers indicate wind direction, and the following numbers indicate wind speed and gusts.
 * Incorrect. The wind direction is given first, followed by speed and gusts.

{In the METAR example, "FEW030 BKN058 OVC090" refers to _________.
 * type="[]"}

+ the current cloud layers observed - the visibility range in miles - the temperature and dewpoint
 * Correct! FEW030 means few clouds at 3000 feet, BKN058 means broken clouds at 5800 feet, and OVC090 means overcast clouds at 9000 feet.
 * Incorrect. These codes specifically refer to cloud layers, not visibility.
 * Incorrect. These codes describe cloud layers, not temperature or dewpoint.

Resources

 * http://www.nws.noaa.gov/oso/oso1/oso12/overview.htm - National Weather Services
 * http://www.alaska.faa.gov/fai/afss/metar%20taf/metintro.htm (Also a good source for additional info and abbreviation translations.)
 * http://www.nwstc.noaa.gov/METEOR/AvnOps/aoc_webpage.htm NOAA National Weather Service Training Center.
 * http://adds.aviationweather.noaa.gov Aviaition Digital Data Service Aviation Weather Center

title: Aviation Weather


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Template:Mad Max:Narrative Music:Pop Quiz:Answers

 * May 17, 2008
 * Tonto Silver has completed the Pop Quiz

 * My answers to the Pop Quiz :

 * 1. When you hear this, what will happen?
 * A marriage. The Bride to be walks down the aisle.

 * 2. When you hear this, what will happen?
 * Someone is dead or dying with a comical twist.

 * 3. What does this feel like?
 * An announcement is about to happen or perhaps the hero has arrived.

 * 4. What mood is this?
 * A celebration mood Hallelujah

 * 5. What mood does this music create?
 * Comically hurrying

 * 6. When you hear this music, what is happening?
 * A Birthday but comical.

 * 7. What mood does this create? Late at night sneaking possibly
 * Christmas. A little mysterious.

 * 8. In this scene, what will happen?
 * The scene is ending but not to the characters liking

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


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User:Mar John

"Mar" (Aramaic / Eastern Catholic title for Bishop) ... John is semi-retired. He has served / ministered as a Pastor-Teacher on several continents. Inquiries / comments may be addressed to him at bpmarjohn@bellsouth.net

title: User:Mar John


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User:Majorly

Majorly @ Meta

de:Benutzer:Majorly fr:Utilisateur:Majorly it:Utente:Majorly

title: User:Majorly


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MediaWiki:Welcomecreation

Welcome, $1!
Your account has been created.

Please tell us about yourself by editing your user page.

You can also change your user preferences.

title: MediaWiki:Welcomecreation


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User:Jstewartesq

I am a lawyer educated in the United States. My interests are History, Philosophy, and Religious law.

Jstewartesq 16:59, 5 March 2007 (UTC)User:jstewartesqJstewartesq 16:59, 5 March 2007 (UTC)

title: User:Jstewartesq


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User:Carus~enwikiversity

My academic background began in geography specialising in GIS and concepts of state space, however I felt Geography never satisfied me Academically and have since moved into the field of Public International Law. Having completed my Masters of Law at Kent University specialising in The Laws of Armed Conflict (Humanitarian Law), I am now working towards my doctoral thesis concerning the laws of armed conflict Jus ad Bellum and Jus in Bello in the case Netwar and Cyber Warfare. I am deeply intrigued by the concept of wikiversity and would be more than happy to offer my support and assistance to the Law school and particuarly any discussions/teachings on the Laws of Armed Conflict/Humanitarian Law.

title: User:Carus~enwikiversity


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User:Delia13

Delia R. Pass, Ed.D. Rutherford County Schools, USA

title: User:Delia13


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Talk:Grants and fundraising/Research grant collaboration group

Would the Grants-in-Aid of Research Program be of interest to people on this page?--Rayc 20:04, 5 March 2007 (UTC)
 * Short answer: yes! CQ 20:08, 20 April 2007 (UTC)

Suppose a grant was applied for, and money was granted. Suppose we collaboratively wrote a grant application here at Wikiversity. How would this work on a Wiki? One person applies and they use the money and use Wikiversity as a medium for their research and a place for theoretical exploration? How is research distributed and collaboratively conducted when the research extends beyond the world of ideas, theory, math, and statistics? How are research funds distributed? How do we ensure proper use of the money, and see that it is used appropriately? Perhaps we should come up with policies or guidelines for best practices. --Remi 05:49, 30 March 2007 (UTC)
 * Excellent questions. I don't know all that terribly much about grants, so I'll leave the answering to others.  The Jade Knight 11:32, 30 March 2007 (UTC)
 * I don't either. That's why I'm here. I have a "real life example" of a project that hopes to be funded partially through grants and would like advice and help on how to a) search for grants, b) write a basic grant proposal, c) traverse the application process and d) follow through. -- CQ 20:08, 20 April 2007 (UTC)


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User:GCoateStar

My user name is a pseudonym as I wish to remain anonymous at present. Suffice it to say, I have been an avid fan of medicine and especially neurology for over two decades. Since most of the subsections are empty, I'd like to get the ball rolling in neurology in order to refine my thinking and share some knowledge. Some of the entries will be basic knowledge. Perhaps starting with some definitions and principles will attract attention to the site and allow it to grow quickly. Some of my interests go beyond the basic categories and I fully intend to expose them to the readership to stimulate interest and learn.GCoateStar

title: User:GCoateStar


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User:Jam411

http://en.wikiversity.org/wiki/User:Jam411/Calculus1

title: User:Jam411


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Portal:Neurology

Welcome to the Department of Neurology

 This department is responsible for the research, teaching and assessment in the medical area of Neurology. The department is a division of the Wikiversity School of Medicine. The department is involved in the teaching of the Level 3 curriculum but students are welcome to join in the teaching at any time if they do not wish to follow the recommended pathway.

Projects, Research and Assignments Contents needed
 * No projects, research or assignments have been requested

Department Noticeboard
 * This department is under construction. Feel free to help in its establishment.

 * We especially welcome contributions to the course materials.

Assessments
 * No assessments have been requested

Modules Offered

MED3.6 Neurology

Elective Courses

 * Fundamentals of Neuroscience
 * Comparative Neuroscience

title: Portal:Neurology


text: User talk:GCoateStar

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African music and dance

Welcome to the Department of African Music and Dance, part of the School of Music and Dance and the School of African Studies.

Division description
The scope of this division is
 * to collect knowledge on African music and dance
 * to develop teaching materials about African music and dance
 * to develop research methods for the study of African dance
 * to provide a scientific basis for the improvement of the coverage and quality of Wikipedia articles related to this subject.

Research topics

 * African dance as proprioceptive art

Active participants
If you would like to contribute to this, please add a reference to your user page here.
 * User:Nannus

Department news

 * 6 March 2006 - Department founded!

title: African music and dance


text: User talk:Jscottm124

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Talk:Introduction to Programming/Numeric Variables

I "proofed" this for readability and obvious errors and found nothing. Might consider changing "Reading Assignment" to "Suggested Reading". Might include more detailed definition of "littoral". Overall it looks like clean copy and ready to go to me. Mirwin 02:59, 6 March 2007 (UTC)

Well I looked at the first screen. All the stuff about byte sizes is very PC orientated! Depending on programming language and machine I could use a variety of representations. E.g. true binary (little or big endian), packed format (one decimal digit per nibble), BCD representations or large integer arithmetic such as is used by packages like Maple (which do have a programming language) etc.

Also floating point literals are mentioned but not defined in the the definition of an integer literal. --JeremyBoden 00:29, 19 June 2007 (UTC)


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User:Mattman059

I'm Matt, as the name implies. I am a student of Computer Science and felt very happy when i came across this portal in wikipedia. I felt that this would be of great value to myself as well as others like me. BUT, as I went through the sections, much to my dismay, I noticed that far too many of the sections were blank, non-existant, or bland. I felt it was my duty as part of the computer science population to take on what ever I could so that people might just learn something.

-$$\forall x \exists y$$

title: User:Mattman059


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Introduction to boolean logic

Welcome! This is a lesson in the Introductory Discrete Mathematics for Computer Science course here at Wikiversity.

Basic Principles of Logic
For computer science, it is necessary to understand the basics of logic. Logic is the foundation on which a computer system is built internally. Bits are switched on and off using the binary 1's and 0's. In Boolean Logic, these translate into T (true) and F (false) statements.

Propositions

 * Definition: A statement that is either true or false.

Next Lesson
The second lesson of the course is Using truth tables.

title: Introduction to boolean logic


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File talk:Baby Tux crop mask.png

I love it Mundhenk 08:44, 6 March 2007 (UTC)

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Talk:Search techniques

I think this page needs more info. Perhaps I can get the AI slides from the class I work on at USC and get them in here. However, in the mean time, I think this could use some more content. Mundhenk 08:52, 6 March 2007 (UTC)

 * Agree. Except for A*, which I've had no time to write, and Bidirectional, the techniques presented are only the naïve ones. I think the lesson also needs a narrower context than "AI", or we will end up having here all the game-related techniques too. --Jorge 21:30, 8 March 2007 (UTC)

I've just added some pictures to clear it up a little bit. Maybe this page needs to be made more in to one story instead of a list of statements? Daniel 03:11, 11 May 2007

Indeed, we can really open up a whole lot of topics on search; more than we could fit on one page. However, I suspect so long as we keep the content separated well enough we can branch off and start new sub topics as needed. So we can go ahead and add A* or other searches, but when it gets big enough we can start sub-topics. Either that or we can preempt the subtopics and start thinking about making this page a quick topic overview and create links to the logical subtopics. So we could have for instance AI->Search->BFS or we could be more parsimonious AI->Search->Uniformed->BFS. I guess there are many ways to go. However, if we make things to anal retentive, we may conceptually lose many people. We might be able to fix that with cross indexing. So we might have a conceptual index and a logical index. That is, the conceptual index points to pages in an order like a person would read the material in chapters. The logical index would be as already proposed with x->y->z. Mundhenk 03:48, 29 July 2007 (UTC)

I think it would help to use letters to describe the tree nodes in the search images. Using numbers makes it look like their are being used to describe search order.

title: Talk:Search techniques


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Portal:European History/Tasks

Welcome to the European History Department's Task page! This one of a series of task pages linked to the School of History Task Page. This page is designed as a simple place where our Projects can list things that they need help on, so that you can dig in and get involved contributing to Wikiversity. If any of the following sound like things you'd be interested in doing, jump right in!

History of Ireland through Song

 * We currently need contributors to improve our outline of Irish History. If you think you can do this, or can help, go ahead and get started or post on the project talk page.
 * We're trying to develop a comprehensive list of songs (preferably in English or Irish Gaelic) that deal with aspects of Irish History. If you know of any songs that talk about something that happened in Ireland's past, go ahead and add it to our list.

Courses to be revitalised
These are courses which have been shelved:
 * Hitler's Germany (last active: 2009)
 * Thucydides: The Peloponnesian War (431-404 BC) (last active: 2008)
 * Trench Warfare (last active: 2007)

Requested Courses/Projects
''These are topics that have been requested and are considered high priority for the Department. Please start or expand these projects if you are familiar with the topic area!''

 * Britain
 * 1) Great Britain - 15th Century
 * 2) Great Britain - 16th Century
 * 3) Great Britain - 20th Century
 * 4) History Of Farming In Great Britain
 * 5) History of Wales
 * 6) History Of Scotland
 * 7) History of Northern Ireland
 * 8) History of England

 * European History (General)
 * 1) Ancient Europe (see also the School of Classics)
 * 2) The Absolute Monarchies
 * 3) The Second World War
 * 4) European Union

 * France
 * 1) History of France
 * 2) French Revolution
 * 3) Important French People

 * Greece
 * 1) Magna Graecia (Greater Greece)

 * Ireland
 * 1) History of Ireland (See the History of Ireland through Song)
 * 2) History of Northern Ireland
 * 3) History of Irish Folklore

 * Italy
 * 1) History of Italy
 * 2) Italy In The World Wars
 * 3) Military History of Italy
 * 4) War of The League of Cognac
 * 5) Magna Graecia (Greater Greece)

 * Russia & the Soviet Union (USSR)
 * 1) History of Russia
 * 2) History of the USSR

 * Netherlands
 * 1) Amsterdam's Colonial Trade in the 17th Century

title: Portal:European History/Tasks


text: User talk:Pinyouth

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User:Centrx

See w:User:Centrx

title: User:Centrx


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User talk:Einschlafen

Hi Einschlafen - welcome to Wikiversity - and thanks for adding yourself to Topic:Graphic design. I think it would be agreat idea to learn about simple things - like making a logo, or laying out a page - by doing something and actually explicating the process by which you did it. In other words, make a logo and tell us about each step, how you did it, and why. What do you think? I'm adding some hopefully useful links below - please feel free to message me (about anything) on my talk page. Cheers! Cormaggio beep 18:40, 6 March 2007 (UTC)

Help with a new initiative?
I have proposed an idea for a new way of creating technical learning content: http://en.wikiversity.org/wiki/Improving_Technical_Topics_At_Wikiversity

Would you be interested in helping with something like this? Once I get a representative from each discipline I have listed, I would like to hold a brainstorming session. Please let me know what you think! Daviddoria 14:06, 14 June 2010 (UTC)

title: User talk:Einschlafen


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User:Orgone

Welcome to Orgone's Wikiversity Userpage!

"A great many people think they are thinking, when they are merely rearranging their prejudices." - William James

 * Name: Orgone

 * Occupation: Undergraduate Student of Philosophy

 * Currently watching/editing:

title: User:Orgone


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User:AliAmjad

I am a Visual Basic .NET developer. Currently working for a Software house in Saudi Arabia as a Development Managager. I am waiting for my first MCSD .NET exam 70-306 "Deveolping and Implementing Windows® based applications with Microsoft® Visual Basic® .NET and Microsoft Visual Studio® .NET". I am also a HTML 4.01 Certified Professional from Certy.

title: User:AliAmjad


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Topic talk:Philosophy of Artificial Intelligence and Mind

Wow, brains, machines and mathematics... What should we put here? Mundhenk 21:37, 6 March 2007 (UTC)


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Topic talk:Philosophy of mind

I can help out here. I'm mainly working over in the computer science section with AI, but I know a bit on this topic. I can certainly add to the discussions. Mundhenk 21:40, 6 March 2007 (UTC)
 * I am also ready to participate in this area. b:Introduction to Philosophy:Philosophy of Mind <-- I wonder if we should start a Wikiversity project to improve Wikibooks modules in the philosophy of mind area. --JWSchmidt 00:36, 7 March 2007 (UTC)

title: Topic talk:Philosophy of mind


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File talk:Neural-Networks-Logo-2.png

I hope this is OK. Let me know if the usage of the Wikiversity logo does not fit under the guidelines Mundhenk 22:28, 6 March 2007 (UTC)

title: File talk:Neural-Networks-Logo-2.png


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African dance as proprioceptive art

The following is a research hypothesis derived from experience with learning African dances:

 * African dance is essentially not a visual, but a proprioceptive art, i.e. an art form targeting the body-internal sensors (see Proprioception).

 * A rhythmic pattern might be perceived as an auditive pattern (in the music one can here) or visual (in a dance one sees). From the point of view of the dancer, the same rhythmical pattern might also be a proprioceptive pattern, i.e. a pattern that the dancer observes with the muscle and touch receptors in his body. The abstract pattern is always the same. You can transfer a piece of music to another musical instrument or you can "play" it with your own body.

 * So music in Africa is not necessarily an auditive art. In fact, African polycentric dance can be viewed as a proprioceptive art where the dancer is the only person who can perceive the piece of art completely. The rhythmical structure the dancer feels in the body is then integrated with the auditive music into a "multimedia" experience of great esthetic beauty. So Africans have created an art form for the body-internal proprioceptive senses which have been neglected in other parts of the world as a target for art.

 * If one knows the dance, one can perceive the structures in somebody else's dance one observes, but primarily, African dance is not a visual art but a proprioceptive art. The fact that many African languages don't distinguish between concepts of music and dance in the same way as European languages do might therefore be based on the following phenomena: an auditive pattern might be transferred to a proprioceptive pattern and vice versa (the abstract pattern of "music/dance" being the same in both ways of performing it) and both parts of the experience might be integrated into one multimedia "gesamtkunstwerk" in the dancer's/listener's brain/mind.

Questions
1) Has this hypothesis about African dance been formulated before? If so, relevant references should be posted here.

 * The concept and general idea of the possibility of proprioceptive art appears, too, in Markus Schrenk's article ‘Is Proprioceptive Art Possible?’ (in Graham Priest and Damon Young (eds): Anthology on the Philosophy of Martial Arts. Routledge (2014) 101–116).

 * Independently of this entry here, Schrenk argues that (some) Martial Arts can be subsumed under the category 'proprioceptive art'. The formulation "To play ones body as an instrument" can be found there too, and, also, the observation that, in proprioceptive art, the performer is (necessarily) their own audience.

 * It is great so see that the concept of "proprioceptive art" finds its application also in African Dance!

2) How is dance and music conceptualized in African languages. Do these conceptualizations show a concept of proprioceptive music (music felt in the body instead of being heard).

title: African dance as proprioceptive art


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User:Kruhly/monobook.js

// User:Henrik/sandbox/google-search (please include this line) function install_search { document.getElementById('searchBody').innerHTML+=' '+ ''+ ''+ ''+ ''+ 'Web'+ 'WV'+ ' '; } addOnloadHook(install_search);

title: User:Kruhly/monobook.js


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User:Eenu~enwikiversity

Hmmm well no time to write anything here right this minute but i will do when i return from my trip.

title: User:Eenu~enwikiversity


text: User:Spiritual Nexus

title: User:Spiritual Nexus


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Film editing/Analyzing film dailies/Amy

{| 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" |

 * 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;" rowspan="2" |
 * 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;" rowspan="2" |

Four scenes about Amy

 * Here is a set of four (4) basic scenes which explain the story of Amy, the daughter of the storekeeper and his wife. These are four separate scenes but since they are based on the same characters and story, I am writing only one desciption of the four scenes.  These scenes are in separate folders on the disk.  Each scene has its own overview movie and set of film dailies.

 * The location

 * Near the house of the main characters of the televison show, there lives a storekeeper and his wife. It is now ten years since the end of the TV show.  The storekeeper's wife feels frustrated by being just the wife of a storekeeper.  She wanted to be much more.  Since she did not get what she wanted, she planned that her daughter would have everything that she did not have.  But her daughter did not want that.

 * The characters

 * All of the scenes center around the storekeeper and his wife who live at the general store.

 * The story - "A letter from Amy"

 * The storekeeper receives a letter from Amy. He wants to give it to his wife to read but she refuses to look at it.  The wife says she is not well and cannot work today.  When the wife leaves, the store keeper opens the letter and become very happy.

 * The story - "Special Bulletin"

 * The storekeeper and his customers are talking about the new house for the family. Then the radio announces that President Kennedy has been shot.  This upsets everyone and they all leave.

 * The story - "Story of Amy"
 * The storekeeper is very sad at the death of President Kennedy. He says why President Kennedy was so good for the country.  Even though the storekeeper's wife said she is now well, she is dresses for going to church.  Then they talk about their daughter, Amy.  We learn that the store has a gas pump for selling gasoline.  One day, the man drove up and purhcased gas from Amy.  They fell in love and she married the man.   This upsets the mother because she wanted Amy to be what the mother wanted to be - an interior decorator or a famous actress.   The storekeeper and the storekeeper's wife argue.

 * The story - "Happy Homecoming"

 * Earlier, the storekeeper told his wife that they would eat at a restaurant for Thanksgiving. But now, in this scene, we see the storekeeper preparing a turkey for the oven for Thanksgiving dinner.  The storekeeper's wife is surprise, specially because of the large size of the turkey which is more than two people can eat.  Soon a car comes down the road and Amy and her husband and their new baby come home to a very happy ending.

 * The challenge

 * All of the scenes are very simple and relatively easy to edit. Music or just musical effects are needed at the end of most scenes.  These scenes are excellent practice scenes.

 * style="width: 50%; background-color: BlanchedAlmond; 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;" rowspan="1" |

Edit this scene

 * Order the disk

 * Order the disk from the Star Movie Shop. Remember, if you have earned enough points at the Wikiversity Film School, the disk is free.  If you do not have enough points, the Star Movie Shop will accept PayPal. To contact the Star Movie Shop, you simply @undefined [[Image:Crystal Clear app xfmail.png|24px]]

 * The Overview Movie

 * Start by looking at the overview movie for each of the four scenes. (Remember that the overview movie files are in a separate folder.)  The overview movie shows you the important parts of the film dailies in chronological order so you can quickly see which shots are best.

 * Transfer the dailies

 * Copy all the film dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. Import them into your editing program.

 * Edit the scenes

 * Editing the scenes is easy. Always start by looking for the best audio.  Once the audio (along with the picture) is edited, you will lock the audio and roll the picture edits to find the best visual transitions thereby creating "L-Cuts".

 * Notice for "Special Bulletin" that you have a wide section of shots to select from. When do you use the wide angle shots and when do you use the close up shots?  The answer is not obvious.

 * The opening shot of the exterior

 * These four scenes do not appear one after the other in the movie. Instead, these scenes are inserted between the other scenes.  To help the audience know that these scenes are from the story about the storekeeper's family, you might want to  show the exterior of the store at the beginning of each scene of these four scenes just of a few seconds.  This shot is included with the first sets of film dailies.

 * Voice over
 * For "Special Bulletin", the director reads the part of the announcer. This must be replaced by an actor reading the same lines.  Want to try?  Should be fun!

 * Submit your finished scene
 * Each scene is worth 20 points and 10 points for original music or musical sound effects. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; 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: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Crossing the line

 * Watch the overview movie for Letter from Amy (which mistakenly appears as "Letter fot Amy"). Draw a line between the two actors.  Once you begin editing, you should never cross that line unless the camera is rolling.  In this scene, the director seems to violate this rule.  Do you see how confusing things can be if you jump across the line.  Try editing this scene in different ways at the beginning and you will see the problem.

 * Following the director's instructions

 * Watch the overview movie for "Happy Homecoming". Listen to the directions of the director.  In this scene, the actors have nothing to look at.  The director must help the actors with their timing, etc.

 * Notice that the director does not step on the words of the actors. Therefore, the words of the director can be easily removed.

 * Notice when the storekeeper shakes the hand of Amy's husband. In the first take, this is not totally clear.  By the second take, the actors are repositions so the hand shake is totally visible.  The director has to notice these things and make the necessary changes to make the scene more rewarding for the audience.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; 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;" rowspan="2" |

The next scenes

 * There are another four scenes which simple to edit from the TV show. These four scenes are about Jason.  All are easy to edit... except for the last one which is "Come on In".

 * Four scenes about Jason on the disk "24 Unedited Scenes" DVD-Data 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]]

 * }

title: Film editing/Analyzing film dailies/Amy


text:
Review:Mac OS X

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Filmmaking Software Review for Narrative Film Production
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Macintosh OS X

 * Mac OS X is a totally new operating system. The Macintosh has grown up.  It is no longer the 97 lb weakling it once was.

 * The switch from version 10.4 to 10.5 has not been easy. So for the moment, I recommend waiting until things begin to work better.  Mac OS 10.4 was based on Unix.  Mac OS 10.5 is officially certified as Unix.

 * Also, the look of Mac OS 10.5 is different from 10.4. The visual quality of 10.5 is much poorer than 10.4.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" Review by Robert Elliott
 * style="width:60%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

The new Mac

 * The operating system is what gives a computer its personality. Apple has created four different Macs with four completely different personalities.

 * In the computer industry, a new product must be at least four times as good as the previous version or it will not be accepted (or needed.)

 * The NEXT STEP Macintosh (both PowerPC and Intel versions) are a tremendous improvement over Macintosh OS 9. The first few versions of Mac OS X were a bit rough and even the current verison could have some rough spots fixed.  But overall, Mac OS X is such a huge improvement that few people still use the old system.

 * A new path

 * The Intel Macintosh is not the same as the PowerPC Macintosh. Both are called Mac OS X but these are totally different computers and different operating system.  If you are a very conservative person, you will still wait a few more months before you buy the Intel Macintosh.  (The amount of available software is the weakness.)

 * More later...

 * style="padding:0em 0.5em 0em 0.5em;" |

Uses at Wikiversity Film School
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * All of the software used at Wikiversity Film School is either Macintosh software or Linux software.
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Rating
 * style="width:40%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

 * Four and 1/2 Stars

 * If you are looking for a new computer, you should consider the Macintosh.

 * By the end of 2008, you should consider only the Macintosh computers since Dell and the other PC computer companies will only offer Windows while Apple will provide a solution for both Macintosh and Windows.

 * }

for more Mac-related stuff check Mac-How

title: Review:Mac OS X


text:
Draft:Operating system/Operating Systems/Sychronization

Synchronization.

Communication between processes takes place by calls to send and recive primitives (i.e functions). Message passing may be either block or non block also called as asynchronous and asynchronous.

Blocking send        : The sending process is blocked until the receiving process or the mailbox recive the message. Non-Block send       : The sending process send the message and resumes operation. Blocking receive     : The receiver blocks until a message is available. Non blocking receivier: The receiver receviees either a vaild message or a null.


text:
School:Earth science

Welcome to the School of ! FACULTY OF SCIENCES

Biology · Chemistry · Electronics · Geology · Mathematics · Physics and Astronomy

Other Major Wikiversity Schools

A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

Atmosphere

 * Climatology
 * Meteorology
 * Paleoclimatology

Biosphere

 * Agriculture/Lectures
 * Biochemistry/Lectures
 * Biology/Lectures
 * Botany/Lectures
 * DNA/Lectures
 * Earth sciences
 * Ecology/Lectures
 * Eukaryotes/Lectures
 * Genetics/Lectures
 * Medicine/Lectures
 * Paleontology/Lectures
 * Paleontology resources
 * Plant sciences/Lectures
 * Zoology/Lectures
 * Zoology/Lectures

Hydrosphere

 * Abyssal plains
 * Aquaculture/Mariculture/Algaculture
 * Bodies of Water and Land Features
 * Coast
 * Coastal Engineering
 * Desalination
 * Drinking water/Distillation
 * Fresh Water
 * Hurricane
 * Hydrology
 * Hydromorphology
 * Naval architecture
 * Ocean currents
 * Ocean engineering
 * Oceanography
 * Ocean remote sensing satellites
 * Ocean wave mechanics
 * Offshore engineering
 * Oxidanes
 * Pacific Ocean
 * Physical properties of the oceans
 * Rains
 * Reef geomorphology
 * Ship resistance
 * Water

Lithosphere or geosphere

 * Historical geology
 * Geology/Lectures
 * Geology/Quebrada de Juan Pobre
 * Geophysics
 * Tectonic hazards/Seismology
 * Portal:Mineralogy
 * Pedology
 * Volcanology

Pedosphere

 * Agriculture
 * Agronomy
 * Sediments
 * Soil Formation
 * Vermicomposting

Systems

 * Geoinformatics

Learning resources
As with all Wikiversity disciplines the courses here are supported by the texts at Wikibooks specifically of interest are the books on the Earth science bookshelf.

Improvement drive
These pages are in need of expansion and improvement:

 * Draft:Natural electric field of the Earth - add content and to (Resource)!

People

 * -Atcovi (Talk - Contribs) 03:35, 29 December 2017 (UTC)
 * Since 30 December 2011 with Dominant group/Geography. --Marshallsumter (discuss • contribs) 15:18, 28 May 2019 (UTC).

School news

 * 7 March 2007 School founded!
 * 30 December 2011 lecture and research project Dominant group/Geography started!
 * 27 April 2016 Sediments announced on Main Page News!
 * 23 May 2016 Magnetic field reversals announced on Main Page News!
 * 29 November 2016 Geosphere announced on Main Page News!
 * 18 January 2017 Geology announced on Main Page News!
 * 22 January 2017 Plate tectonics and the structure of the Earth's crust announced on Main Page News!
 * 11 February 2017 Earth announced on Main Page News!
 * 21 February 2017 Soil Formation announced on Main Page News!
 * 12 July 2017 Meteorites laboratory announced on Main Page News!
 * 21 November 2017 Rocks/Glaciers announced on Main Page News!
 * 2 June 2018 WikiJournal of Science/Radiocarbon dating announced on Main Page News!
 * 9 September 2018 Ice cores announced on Main Page News!
 * 14 December 2018 Phanerozoic/Pennsylvanian Period announced on Main Page News!
 * 7 January 2019 Geochronology/Radiocarbon dating announced on Main Page News!
 * 10 February 2019 Earth as a gaseous object announced on Main Page News!
 * 16 February 2019 Weather station announced on Main Page News!
 * 16 March 2019 Geochronology announced on Main Page News!

title: School:Earth science


text:
Aircraft piloting/If flying were like driving

A light-hearted look at the differences between driving and piloting.

Inspections.

 * Before starting your car, you'd need to inspect tires, gasoline, engine and instrument functioning thoroughly.

 * The DMV would randomly check your vehicle for any discrepencies.

 * Annual auto inspections would entail removing all the seats to inspect the sheet metal, compression checks of the engine cylinders and inspection of the radio and its controls.

 * All car interior compartments would have to be corrosion protected.

 * After re-painting your car, it must be weighed.

 * Tow trucks would have to have made at least 3 tows in the past 90 days before they could tow you from the highway, and if at night, those tows would have to be made to a full stop.

Lifetime.

 * Cars would last virtually forever unless they were totaled in a crash and their value would increase once they were at least 10 years old.

 * Your engine would only be good for a few years, max.

 * Fenders would have a life limit, and need to be replaced because of it.

Parts.

 * You couldn't add a radar detector without a mechanic's signoff and filing a form.

 * You couldn't use eBay, or your buddies old junker car for a parts source.

 * The local junk yard would go out of business... except those selling parts labelled "Collectors only--- NOT FOR DRIVING".

 * If you blow a hose on the road, you are not allowed to replace it.

 * You'd need to file a form and have a licensed mechanic install that spiffy new "Chain " steering wheel that's all the rage, then sign the cars logbook that it had been changed.... ( as if no one could tell).

 * A minor collision that damaged your radiator, would require a tear down of the engine, if the fan was damaged.

Cost.

 * You would pay $60.00/hr for your mechanic and not $90.00/hr like you do for current auto mechanics.

 * After a crunch, the body shop would charge you $7,375.37 for a fender repaint.

Recalls

 * If you buy a new car and something is recalled, it is your responsibility, not the car manufacturer.

Learning & Licensing

 * Teenage kids would be the driving instructors.

 * Private Driver - Sedan Single Engine Unleaded.

 * Private Driver - Truck Single Engine Unleaded.

 * Bus drivers cannot drive past age 65.

 * You'd pay the drivers testing examiner $400.00 (in advance) for giving you a driving test.

 * Every 2 years, you'd have to show a driving instructor that you can still drive well enough to pass the driver's test.

 * Alternatively, you can participate in the "Wheels" program by going to some safety seminars and getting additional training.

 * You would need to get medically certified to drive at least every 3 years.

 * 17 yr olds could rent a car and drive away.

 * Making a single, small mistake could mean you lose your license for 30 days or longer.

 * Making a slightly larger mistake could mean you'll never drive again.

Passengers

 * Driver would instruct every passenger in the use of seatbelts, doors, and windows.

 * Passengers would be encouraged to watch for merging traffic.

 * No smoking anytime, anywhere.

 * Driver would be required to carry batteries and fuses if there are passengers.

 * You have to drive your car and parallel park at night three times before you can carry a passenger at night.

 * You'd have to put the heavy people in the front seat whether or not they preferred it to balance the usable load.

 * If you car-pooled you would only be allowed to charge your passengers fuel costs for the trip unless you had a "taxi-driver" license.

 * If you give a ride to a friend who wants to do something other than what you want to do, they cannot pay for any fuel or incidental expenses.

 * You may not advertise for a passenger to help share expenses on a trip.

Cost

 * New cars, which costs about $5-7K to make, would suddenly be sold for over $100K, and no one would think its wrong.

Gasoline

 * You would most likely fill your gas tank before every drive.

 * Filling up with the wrong fuel could kill you.

 * It would be standard practice to crawl under the car and take a fuel sample from several locations.

 * Many states would enact laws making it illegal to dump these samples on the road but the laws wouldn't be enforced except at gas stations and driver training facilities.

 * Gas tanks would have to be "sealed".

 * You can buy books listing all publicly available gas stations and their current prices are listed on the Internet.

Weather

 * Most drivers could not drive when it was foggy or storming.

 * You could drive when it was foggy or storming only after getting special training.

 * Those drivers not licensed to drive in fog can still get "Drive Shadowing" from traffic control to alert them of approaching traffic.

 * Drivers licensed to drive in fog and storms have to file a "Drive plan" with traffic if venturing out into bad weather.

 * Traffic control can change the driving plan at will during the drive for their own convenience.

 * Drivers have to keep a 2 mile separation between cars in fog.

 * Cars must be specially equipped with special tires and wipers to drive into known icing conditions such as when near or below freezing or when humidity is high.

Restrictions

 * You can't drive near certain neighborhoods.

 * You can't drive through the park.

 * You need special permission to drive into or through many cities.

 * You need a special permission to drive cars with big engines.

 * Driving near the nations capital would require that you be fingerprinted and display a discrete code in your rear window.

 * Black Suburbans would pull you over if you got too close to DC.

 * Highways in Chicago are for Truckers and Buses only, don't ask for permission, you're not getting it.

 * People paint an X on their driveway to keep you from parking there.

 * People on bicycles would constantly fight to take away your right to drive.

 * You could lose your driving privileges for loading the car with more weight in people and baggage than the MGW sticker allowed.

 * You'd need to check the weather before leaving the driveway and then call for permission to enter the roadway.

Freedoms

 * The speed limit would be faster than most cars can even go.

 * Cruise control keeps you in your lane.

 * You could drive most roadways in whatever direction you wanted, and with an approved GPS you could drive "off road".

 * Racing would simply be called "formation".

 * Tailgating would simply be called "formation".

 * Open containers of alcohol OK. But you couldn't drive within 8 hours of drinking even one sip.

 * Fiddling with the radio is encouraged.

 * Nearly every car would have dual controls and non-licensed passengers could drive for a spell.

 * Simply stopping in the middle of the road to enjoy the view wouldn't be a problem, but your car must be specially equipped for this task.

 * Insurance would not be required, but would cost several thousand dollars and would be void if your license plates were expired or the floor mats were missing.

Accidents

 * Traffic fatalities would reduce to nearly nil.

 * Drunk-driving incidents would reduce to nearly nil.

 * Traffic accidents involving injury, death, or serious property damage would be investigated by the federal government and information posted on the Internet.

 * The public and press would begin to fear riding in cars.

Navigation

 * You would be required to carry current AAA maps for cross country trips.

 * Approved GPS with database that is updated every 8 weeks.

 * For many, the "I Follow Roads" method of navigation wouldn't change.

Alternative Modes of Transportation

 * Motorcycles would have weight limits and maximum speeds and still be generally looked upon as fun but dangerous. Many motorcycles would be illegally modified.

 * But it wouldn't be cheap anymore.

 * Many many many people would be walking.

 * There are those amazing go-cart drivers who manage to make every place a downhill after they get an initial shove.

Organizations
i.e.
 * Drivers, and owners, would be encouraged to join " A. O. D. A ", Automobile Owners and Drivers Assoc, and take safety lessons online...
 * Highway incursions, and avoiding them.
 * Driving in Ice, and snow.
 * Map reading.
 * Advanced map reading.
 * Advanced map reading at night.
 * Talking like a pro to RTC (Road Traffic Control).

Responsibilities

 * The driver is responsible for every accident unless the accident has been caused by catastrophic, unexpected mechanical failure.

 * Nevertheless, if the driver is a celebrity or wealthy, the widow will sue the manufacturer of the car and all its parts -- no matter how old the parts may be or how foolish the driver has been.

 * Driver is expected by friends, relatives, and co-workers to be able to explain (or defend) in detail every auto crash or bone-headed driver activity that has recently occurred or has ever occurred to a celebrity.


text:
Film editing/Analyzing film dailies/Come On In

{| 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" |

 * 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;" rowspan="2" |
 * 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;" rowspan="2" |

Four scenes about Jason

 * Here is a set of four simple scenes which explain the story of Jason who is one of the sons of the family. You will have no problem editing the first three scenes but the fourth has many challenges.

 * The location

 * Near the house of the mother and father of the family is Jason's house. He is a song writer who travels constantly.

 * The characters

 * Most of the scenes are with Jason and his wife. One scne is "Pillow Fight" where they talk about Jason's most recent disappearance.  The final scene (which is the most challenging) is with Jason and Elvis.

 * The story - "Happy Homecoming"

 * Jason is playing with his son.

 * The story - "Leaving Soon"

 * Jason is leaving and his wife is not happy.

 * The story - "Pillow Fight"

 * The girls are staying in their own room of ther parent's house.

 * The story - "Come On In"

 * In this scene, Jason goes to meet Elvis.

 * The challenge

 * All of the scenes are very simple and easy to edit. Music or just musical effects are needed at the end of most scenes.  These scenes are simply practice scenes.

 * style="width: 50%; background-color: BlanchedAlmond; 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;" rowspan="1" |

Edit this scene

 * Order the disk

 * Order the disk from the Star Movie Shop. Remember, if you have earned enough points at the Wikiversity Film School, the disk is free.  If you do not have enough points, the Star Movie Shop will accept PayPal. To contact the Star Movie Shop, you simply @undefined [[Image:Crystal Clear app xfmail.png|24px]]

 * The Overview Movie

 * Start by looking at the overview movie for these four scenes. (The overview movie filesa are in a different folder than the film dailies.)  The overview movie shows you the important parts of the film dailies in chronological order so you can quickly see which shots are best.

 * Transfer the dailies

 * Copy all the film dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. Import them into your editing program.

 * Edit the scenes

 * Editing the scenes is easy. Always start by looking for the best audio.  Once the audio (along with the picture) is edited, you will lock the audio and roll the picture edits to find the best visual transitions thereby creating "L-Cuts".

 * The opening shot

 * These four scenes are mixed in between scenes about the main characters. To help the audience know that these scenes are from the story about the store keeper's family, show the [icture of the store at the beginning of each scene.

 * Submit your finished scene
 * Each scene is worth 20 points and 10 points for original music or musical sound effects. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; 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: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Memorize

 * Notice that the actors to repeat their line perfectly each time with exactly the same tone. As you will see, this makes editing so much easier.

 * }

{| cellpadding="20" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: LemonChiffon; 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;" rowspan="2" |

The Next Scene

 * These four scenes are simple to edit. Fromt the TV show, there are four more scenes which are easy to edit... except for the last one which is "Come on In".

 * "Come on In" on the disk "24 Unedited scenes"DVD-Data 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:
User talk:Ajgenius

Invitation
Dear user of Wikiversity,

Do you like to join a reading club, where you can read and discuss literature? Reading clubs could have active and inactive participants. Active participants could be required to edit on a regularly basis untill a deadline is reached and another topic can be chosen for reading and discussing. Hopefully, reading clubs can ensure a social network on Wikiversity of people cooperating with eachother and becoming friends while discussing knowledge.--Daanschr 09:35, 1 November 2007 (UTC)

title: User talk:Ajgenius


text:
User:Ajgenius

Andrew Johnson otherwise known as ajgenius.

About me
I am a thinker of insane proportions, and interested in pretty much everything everywhere, everywhen. I am especially focused on the broad view of topics, the ways in which everything fits together, as opposed to the ways in which they differ. I am an arm-chair scientist, in the sense that I study all sciences to some degree or another, in the academic sense. One of the reasons I never studied a specific branch of science in a formal setting, is for the very reason that I am interested in how they all tie together, the places where astronomy, physics, chemistry, geology, biology, neurology, psychology, and sociology meet. And there is unfortunately, no formal schooling on science as a whole, only on more and more specialized branches ever more focused on one part, to the exclusion of the whole.

I am also interested in computer science, and of course artificial intelligence, and human computer interactions. Due to my curiosity, and incessant thinking, I am also a programmer of sorts, but mostly because of the lack of good human computer interactive systems, lack of intelligent design and integration in current generations of systems as a whole. As such, many of my thoughts and ideas revolve around Operating Systems, User Interfaces, modular flexible systems, system resources etc.

Beyond that, I am a wanna-be musician, FOSS advocate, Creative Commons advocate, and book worm.

They all tie together into the way I look at problems (including many most people don't know are problems).

Because of all this, I am constantly thinking about how things tie together, finding solutions to problems, dreaming up better ways to do things, and coming up with theories and project ideas that could help take computers to the next levels in computer human interaction, and in using them to take sciences to new levels at advanced rates.

Music and FOSS
Being a proponent of music and the arts, I have a strong opinion regarding FOSS, and why the best music studio and graphics design and video studio systems should all be FOSS and freely available etc etc.. more on this concept and why later, copyright, patents, monetary issues etc. (expand this - break into a set of subpages on these principles and/or link to existing/new wikiversity or wikipedia pages/portals/schools)

I mostly became aware of these issues after being introduced to them through Thom of UNIT-E, and quickly developed opinions of my own, as developed out of things I already knew about copyright, and economy in general. Also See my page at UNIT-E

UNIT-E is in fact, a direct response to these issues, and exists, and I am a part of it, for the purpose of helping facilitate the needs of the artists - first by encouraging the arts, especially music, but not exclusively, by creating social networking spaces; second by creating knowledge bases for accessible information on learning artistic theories, methods, and general principles; third by encouraging and promoting (or even creating as it may be) Free Software programs for the creation and advancement of artistic work; and fourth by helping distribute artistic works for artists in various ways, to increase the awareness of their works.

As part of this we have in the past developed our own knowledgebase at various times, which I hope to help recreate and encourage extending here on WV, by means of software & hardware guides, concept overviews, principles and examples of how to aproach various music tasks such as Recording, Synthesis, and Production; and in addition, introductions to knowledge on such concepts as Copyright Law & Purpose, Creative Commons, Economy, Music Disitribution, profit and non-profit business models.

Computer usage concepts

 * design
 * accessibility
 * availability
 * simplicity
 * flexibility
 * maintability
 * interactive
 * morphable
 * evolutionary

title: User:Ajgenius


text:
UNIT-E

This is the Wikiversity workspace for the UNIT-E community.
 * From UNIT-E.CC: "We are a small, artist-owned record label with a goal of promoting artists which use Free Software or licence their music in such a way that creative use of the work is still possible after is out of the artists hands. Our goal is also to educate artists to use tools that allow this freedom and which are not locked down with restrictive user agreements. In addition, we also build tools which empower artists to do this."

UNIT-E as a learning/teaching community
The UNIT-E community is focused on several music genres and the use of Free Audio Software in its productions. All of the music is licenced using Creative Commons licensing and free production tools such as Audacity and Hydrogen drums. This educational unit is here to provide resources and a knowledge-base for Audio Engineering and to provide leadership in the area of Music Production and to explore the possibility of Jamming Online.

Concept Guides
This is intended to be a section with step-by-step guides covering how-to do certain processes, in basic, especially as using the tools listed, but also as applies to the concepts in general as applies to any software/hardware.

Recording
Need multiple subsections, a general overview tutorial covering basic concepts, and individual guidelines on types of instruments, vocals, etc.

 * Vocals
 * Instrument

Synthesis

 * Additive
 * Subtractive
 * FM

Need general concept overview, guidelines on each of the major types of synthesis, then software & hardware specifics, covering how to take the concepts and put them into practice using specific real world examples.

Production
Need pages covering mixing via hardware and software, concepts of mastering, mix downs. important concepts such as Nyquist Frequency, Aliasing, etc.

UNIT-E toolbox
please stay tuned for further developments

Audio Pipeline

 * Linux
 * ALSA
 * JACK
 * QJackCtl

Recording/DAW

 * Ardour
 * Audacity

Midi Sequencers

 * MusE Sequencer
 * Rosegarden
 * Seq24
 * Lmms

Effects Processing

 * Jack-Rack
 * LADSPA
 * DSSI

Music Generation/Synthesis
+ Pure Data
 * ZynAddSubFX
 * Hydrogen (drum machine)
 * SpiralSynthModular
 * Om

UNIT-E Rountable
The UNIT-E Roundtable is an idea for a call-in show on Wiki Campus Radio for adding another dimension to UNIT-E outreach to the Internet Public. This is all still in the "pre-alfa" stage (planning and brainstorming)

UNIT-E Playlist
Templates:
 * UNIT-E master playlist template
 * unit-e "now playing" (dynamic template)

Participants

 * CQ see Basic Blues & Rock
 * Ajgenius
 * ...feel free to add yourself...

title: UNIT-E


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Talk:UNIT-E

Where to now?
You folks are obviously smart. Can we develop some sort of agenda for establishing a harbinger for UNIT-E at Wikiversity? I certainly value your input here and I'm willing to negotiate some terms of engagement for "sharpening your edge" against this stone (Wikiversity). -- -yeoman -- CQ 05:51, 15 April 2007 (UTC)

title: Talk:UNIT-E


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User talk:King Bee

Help!
What exactly can be done here? I'm kind of lost as to how/what to edit. I want to edit/create mathematics (particularly calculus) articles. Where can I start?

 * Hi King Bee! Nice to have you around. Well, Wikiversity is still in its infancy but the idea is to create sustainable online learning communities around online learning resources. It is very flexible at the moment. For example, you could create tutorials for various mathematics subjects, "formula sheets" for topics. We have goodies like Test and Quiz too...hope this helps, and have fun! :-) --HappyCamper 12:10, 8 March 2007 (UTC)

 * Hi King Bee - I think quite a number of people are lost when they first come to Wikiversity - though I'm curious if it's about wikis in general or Wikiversity in particular. Are you familiar with other wikis like Wikipedia, for instance? What confuses you most? In any case, we're here to help - please don't hesitate to ask anything on my talk page or the Colloquium (the general community discussion page). I'm adding some links below that might also be useful - see you round. :-) Cormaggio beep 12:55, 8 March 2007 (UTC)

 * Thanks for the reply - and yes I suspected that it wasn't the use of wikis that was your problem, but more related to how Wikiversity works or is structured. You said: "I was looking at some of the "articles" (I guess they're called "lessons" here), and they are written in a very conversational tone. Is that normal?" --> well, I'm not sure what "normal" is on Wikiversity - there deliberately isn't a pedagogic style - what you see is simply a reflection of some people's materials. In fact, I think there's a lot more diversity of material around - that is one thing that I hoped to gather at pages like Examples or Featured, but these pages have still to be improved considerably. "Should I write as though I standing in front of my class? Can I upload the quizzes I've given in my Calculus courses throughout the years? If so, where? If so, would they even be the type of thing we're going for here?" --> Many questions - but there's really only one answer: "it's up to you". ;-) You can definitely upload the quizzes you've created and you can integrate them however you like with existing materials or with new materials that you want to create. We are building a repository of materials here on Wikiversity that could be used in the widest possible sense - but we are also trying to treat it as a big experiment - learning about how to provide for active learning within this wiki context/medium. You're very welcome to join us in either activity, or both! If this is still unclear, I'd really appreciate it if you tell me how - in order to help newcomers like yourself get a grasp on what we're doing here and what it's all about, and how they can participate. Thanks. Cormaggio beep 18:54, 8 March 2007 (UTC)

 * Hey there...just came across your query on Cormaggio's page. From my perspective, the emphasis is on content right now, and not so much on the form. We do have a preliminary set of naming conventions, but they are rather flexible. Some Wikiversity participants have found it easiest to simply add content wherever they please, and wait for others to put them into learning modules and such. I don't think we have built up a critical mass of users where uniformity and standardization are essential. Simply put, develop content which you will enjoy working on, and hopefully others will notice and share in the fun. A page on Wikiversity can be an overview of a topic, it can have multiple subpages...it can have anything really. I think the rule of thumb is simply that it should present information clearly and in a useful way. Don't worry too much about doing things "incorrectly". Think of Wikiversity as a platform where you can share your learning experiences with others. You want to do things which help exchanging ideas easily. There is no "wrong" way of doing this. If it's starting a page on Integration by parts, or organizing people around School:Mathematics, or something else in your imagination, feel free to go ahead and experiment. I'm sure Cormaggio will have other suggestions as well. That's all for now :-) --HappyCamper 05:23, 9 March 2007 (UTC)

 * Thanks for the clarification - and thanks to HappyCamper too. :-) My suggestion would be that pages related to calculus would be listed at Topic:Calculus, as well as be categorised appropriately. There's no compulsion for you to edit any preexisting page (though you can do this of course!) - instead, if you like, you can make a page about Sequences and Series that corresponds with your own pedagogical framework, and have these two (or more) pages working side by side. Think of it like this - in Wikipedia there is one article about a particular topic (hyperlinked to many related pages), but on Wikiversity there may well be several pages on a particular topic. While collaboration and collaborative learning through creating materials is encouraged, you are free to develop materials that reflect a different methodology, philosophy, pedagogy, style, level, focus etc as the ones that already exist. Does this make sense? Cormaggio talk 15:01, 9 March 2007 (UTC)
 * I just saw your reply on HappyCamper's talk page - yes, that's exactly right - content goes in the Main namespace - other namespaces are for content development (ie Topics and School) and "findability" (ie Portal and Category). Bring on the content! Cormaggio talk 15:11, 9 March 2007 (UTC)

 * Personally, I find the editing environment here very refreshing. It's much more relaxed. There is something to be said about a growing Wiki! Actually, I see on your user page that you're into combinatorics. I'd be interested to learn about generating functions and such. I'd like to see if I can use it for some things in chemistry!! Be sure to browse around for resources already available on Wikibooks and Wikipedia. I think another goal of Wikiversity is to be able to create communities around resources there, but this is probably a lower concern at the moment. Anyway, see you around the Wiki :-) --HappyCamper 17:25, 9 March 2007 (UTC)

title: User talk:King Bee


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User:King Bee

If people did not sometimes do silly things, nothing intelligent would ever get done. —Ludwig Wittgenstein, Culture and Value. King Bee is a Wikipedian who is also a mathematics graduate student at Iowa State University, whose dissertation topics consist in extremal graph theory and combinatorics. He is also interested in logic and philosophy of mathematics.

He is the same entity as the user King Bee on the English language Wikipedia.

He is interested in helping the Wikiversity project in any way possible.

Useful links: Portal:Mathematics - Portal:Learning Projects

Pages I've created:
 * Intermediate Value Theorem
 * Generating functions
 * Introduction to generating functions
 * Calculus of generating functions

title: User:King Bee


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Talk:Public Pupil Pizza Project/Pre-Algebra and Spreadsheets

Decision Matrix
While it isn't part of the California State Standards, creating a decision matrix in the curriculum could be very useful, and also teach absolute/mixed references in a spreadsheet at the same time. -Jacob Walker

Nutrition Value
Another thing to add some place in the curriculum would be to determine what the nutritional value of each menu item would be, this would show how math is also relevant to health topics, and help health awareness --Jacob Walker 18:07, 6 April 2007 (UTC)

Delivery
I had a thought this morning that a delivery piece should be added to this project, and look at it both from the owners perspective and the employees perspective, as the students can possibly relate easier to an employee perspective (they might be pizza delivery drivers, or know one that is around their age.) This would be able to bring in two major areas:  Delivery Times (Statistics, such as deviation), and Gas Mileage. --Jacob Walker 15:35, 21 May 2007 (UTC)

Exponents
While x^2 and x^3 can be used to demonstrate area and volume, the example of possibilities of a password for security may be able to be explained later in the project when the "business" goes online. - Jacob


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Legal requirements for pilots in US

 * Part 61
 * Recreational Pilot Certification
 * Private Pilot Certification
 * For a Single Engine Airplane Rating
 * For a Multiengine Airplane Rating
 * For a Helicopter Rating
 * For a Gyroplane Rating
 * For a Powered-Lift Rating
 * For a Glider Rating
 * For an Airship Rating
 * For a Balloon Rating
 * Commercial Pilot Certification
 * For a Single Engine Airplane Rating
 * For a Multiengine Airplane Rating
 * For a Powered-Lift Rating
 * For a Helicopter Rating
 * For a Gyroplane Rating
 * For a Glider Rating
 * For an Airship Rating
 * For a Balloon Rating
 * Instrument Rating
 * For all instrument ratings
 * Airline Transport Pilot Certification
 * For an Airplane Ratings
 * For a Helicopter Rating
 * For a Powered-Lift Rating
 * For an additional Category Rating at the ATP Certification Level onto an existing ATP Certificate
 * Flight Instructor Certification and Flight Instructor- Instrument (for an Airplane-Instrument, Helicopter-Instrument, or Powered Lift-Instrument)
 * Additional Category Rating per § 61.63(b) [for other than ATP Privilege Level]
 * An additional Airplane category rating for the Single Engine class rating at the Recreational Pilot Certification Level
 * An additional Rotorcraft category rating for the Helicopter class rating at the Recreational Pilot Certification Level
 * An additional Rotorcraft category rating for the Gyroplane class rating at the Recreational Pilot Certification Level
 * An additional Airplane category rating for the Single Engine class rating at the Private Pilot Certification Level
 * An additional Airplane category rating for the Multiengine class rating at the Private Pilot Certification Level
 * An additional category rating for the Powered-Lift rating at the Private Pilot Certification Level
 * An additional Rotorcraft category rating for the Helicopter class rating at the Private Pilot Certification Level
 * An additional Rotorcraft category rating for the Gyroplane class rating at the Private Pilot Certification Level
 * An additional Lighter-than Air category rating for the Airship class rating at the Private Pilot Certification Level
 * An additional category rating for the Glider rating at the Private Pilot Certification Level
 * An additional Lighter-than Air category rating for the Balloon class rating at the Private Pilot Certification Level
 * An additional Airplane category rating for the Single Engine class rating at the Commercial Pilot Certification Level
 * An additional Airplane category rating for the Multiengine class rating at the Commercial Pilot Certification Level
 * An additional Powered-Lift category rating at the Commercial Pilot Certification Level
 * An additional Rotorcraft category rating for the Helicopter class rating at the Commercial Pilot Certification Level
 * An additional Rotorcraft category rating for the Gyroplane class rating at the Commercial Pilot Certification Level
 * An additional Glider category rating at the Commercial Pilot Certification Level
 * An additional Lighter-than-Air category rating for the Airship class rating at the Commercial Pilot Certification Level
 * An additional Lighter-than-Air category rating for the Balloon class rating at the Commercial Pilot Certification Level
 * Additional Class Rating per § 61. 63(c) [for other than ATP Privilege Level]
 * For an additional class rating within the same category rating for the  single engine Airplane, multiengine Airplane, Helicopter, Gyroplane, Airship, or Balloon Ratings at the Private Pilot Certification Level
 * For an additional class rating within the same category rating for the single engine Airplane, multiengine Airplane, Helicopter, Gyroplane, Airship, or Balloon Ratings at the Commercial Pilot Certification Level
 * Part 141 Minimum Flight Training & Solo Requirements & Maximum Usage of Flight Simulators & Flight Training Devices
 * Appendix A – Recreational Pilot Certification Course
 * Airplane single?engine course
 * Rotorcraft helicopter course
 * Rotorcraft gyroplane course
 * Appendix B – Private Pilot Certification Course
 * Airplane single?engine course
 * Airplane multiengine course
 * Rotorcraft helicopter course
 * Rotorcraft gyroplane course
 * Powered?lift course
 * Glider course
 * Lighter?than?air airship course
 * Lighter?than?air balloon course
 * Appendix D – Commercial Pilot Certification Course
 * Airplane single?engine course
 * Airplane multiengine course
 * Rotorcraft helicopter course
 * Rotorcraft gyroplane course
 * Powered?lift course
 * Glider course
 * Lighter?than?air, Airship course
 * Lighter?than?air balloon course
 * Appendix C – Instrument Rating Course
 * Total for initial instrument rating course = 35 hours of instrument training, that includes training with an authorized instructor on the following areas of operation: (See Note 17)
 * Total for an additional instrument rating course = 15 hours of instrument training, that includes training with an authorized instructor on the following areas of operation: (See Note 18)
 * Appendix E – Airline Transport Pilot Certification Course
 * Airplane single?engine course
 * Airplane multiengine course
 * Rotorcraft helicopter course
 * Powered?lift course
 * Appendix F – Flight Instructor Certification Course
 * Airplane single?engine course
 * Airplane multiengine course
 * Rotorcraft helicopter course
 * Rotorcraft gyroplane course
 * Powered?Lift course
 * Glider category course
 * Appendix G – CFI-Instrument Instructor Rating Certification Course (for an Airplane-Instrument, Helicopter-Instrument, or Powered Lift-Instrument)
 * Flight Instructor Instrument — Airplane course
 * Flight Instructor Instrument — Helicopter course
 * Flight Instructor Instrument — Powered?lift course
 * Appendix I – Additional Aircraft Category or Class Rating Course
 * Additional category and class rating in an airplane category and a single engine class course
 * Additional category and class rating in an airplane category and a multiengine class course
 * Additional category rating in a powered?lift category course
 * Additional category and class rating in a rotorcraft category and a helicopter class course
 * Additional category and class rating in a rotorcraft category and a gyroplane class course
 * Additional category and class rating in a lighter-than-air category and airship class course
 * Additional category rating in a glider category course
 * Additional category and class rating in a lighter-than-air category and balloon class course
 * Appendix J – Aircraft Type Rating Course
 * A type rating in an airplane category — single?engine class course
 * A type rating in an airplane category — multiengine class course
 * A type rating in a powered?lift category course
 * A type rating in a rotorcraft category — helicopter class course
 * Other aircraft types course specified by the Administrator through the aircraft type certificate procedures
 * Appendix I – Additional Aircraft Class Rating Course that is within the same aircraft category
 * Additional class rating in an airplane category and a single engine class course
 * Additional class rating in an airplane category and a multiengine class course
 * Additional class rating in a rotorcraft category and a helicopter class course
 * Additional class rating in a rotorcraft category and a gyroplane class course
 * Additional class rating in a lighter-than-air category and airship class course
 * Additional class rating in a lighter-than-air category and balloon class course

title: Legal requirements for pilots in US


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Film editing/Analyzing film dailies/Jason

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 * 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;" rowspan="2" |
 * 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;" rowspan="2" |

Four scenes about Jason

 * Here is a set of four simple scenes which explain the story of Jason who is one of the sons of the family. You will have no problem editing the first three scenes but the fourth has many challenges.

 * The location

 * Near the house of the mother and father of the family is Jason's house. He is a song writer who travels constantly.

 * The characters

 * Most of the scenes are with Jason and his wife. One scne is "Pillow Fight" where they talk about Jason's most recent disappearance.  The final scene (which is the most challenging) is with Jason and Elvis.

 * The story - "Happy Homecoming"

 * Jason is playing with his son. He seems very happy but his wife is not happy.

 * The story - "Leaving Soon"

 * Jason is leaving and his wife is very unhappy.

 * The story - "Pillow Fight"

 * The girls are staying in their own room of ther parent's house. They talk about Jason having left without telling anyone where he was going.  A visitor comes to the room and they have a pillw fight.

 * The story - "Come On In"

 * In this scene, Jason goes to meet Elvis. In this scene, which is filmed as a single take, Jason enters the backstage of a theater, gets information and goes to the dressing room of Elvis.  Outside the room, girls are waiting and talking.  The manager of Elvis is waiting for Jason and he lets Jason go inside the room.  We hear Elvis say, "Come on in."

 * The challenge

 * All of the scenes are very simple and easy to edit. Music or just musical effects are needed at the end of most scenes.  These scenes are simply practice scenes... except for the last scene.

 * The last scene is called "Come On In". The scene has three different camera setups.  But as you will see, there was a mistake.  The three different camera setups are so similar (from almost the same location and camera angle) that you cannot edit this scene.  There is no place that you can cut which will not produce a jump cut.  Therefore, you cannot edit his scene.  You can only trim the ends of one of the takes.  That is all you can do (as far as editing is concerned.  You still need lots of sound effects to make this scene seem real.)

 * Jump cut
 * A jump cut is where the camera angle does not change by at least 30 degrees. If you take a scene and remove some of the frames in the middle, the picture seems to jump.  You can get this exact same effect if you do not have enough difference between the shots.

 * Walla

Notice that the screaming girls in the scene are mute. They do not say a word. This is good for two reasons,  One, it gives you complete control where to add their words. If the girls were talking, they might drown out the manager's words. And the second reason is if the girls talked, you would have to pay tham as full actors, not extras.

 * style="width: 50%; background-color: BlanchedAlmond; 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;" rowspan="1" |

Edit this scene

 * Order the disk

 * Order the disk from the Star Movie Shop. Remember, if you have earned enough points at the Wikiversity Film School, the disk is free.  If you do not have enough points, the Star Movie Shop will accept PayPal. To contact the Star Movie Shop, you simply @undefined [[Image:Crystal Clear app xfmail.png|24px]]

 * The Overview Movie

 * Start by looking at the overview movie for these four scenes. (The overview movie filesa are in a different folder than the film dailies.)  The overview movie shows you the important parts of the film dailies in chronological order so you can quickly see which shots are best.

 * Transfer the dailies

 * Copy all the film dailies (not the overview movie) to your hard drive. If necessary, convert the dailies to whatever format your editing program prefers. Import them into your editing program.

 * Edit the scenes

 * Editing the scenes is easy. Always start by looking for the best audio.  Once the audio (along with the picture) is edited, you will lock the audio and roll the picture edits to find the best visual transitions thereby creating "L-Cuts".

 * The opening shot

 * These four scenes are mixed in between scenes about the main characters. To help the audience know that these scenes are from the story about the store keeper's family, show the [icture of the store at the beginning of each scene.

 * Submit your finished scene
 * Each scene is worth 20 points and 10 points for original music or musical sound effects. @undefined  [[Image:Crystal Clear app xfmail.png|24px]]

 * style="width: 50%; background-color: #ffff77; border: 1px solid Red; 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: #ffff77; border: 1px solid Red; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

Analyze the Dailies

 * Walla

 * Look at the screaming girls in the scene "Come On In". The film editor must write a script for the screaming girls, record the screaming girls, and them insert their words into the scene without covering up the words of the manager.

 * No mistake

 * This method is not a mistake. Anytime that someone is not seen on screen (or in this case, their mouths are not seen on screen), they should be mute.  The editor has no control if people off screen make sounds that are on top of the sounds of the actors.  As an editor, you must go onto the movie set and watch that people off screen are not talking to people who are on screen in such as way that the two sounds overlap.

 * }

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The next scene

 * These four scenes are good practice scenes. There is one more scene from this same TV show which is important to look at. It is called "Morning Surprise".

 * "Morning Surprise" on the disk "24 Unedited Scenes" DVD-Data 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]]

 * }


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