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Observatories/Astronomy

Historically, observatories [are] as simple as using or placing stably an astronomical sextant (for measuring the distance between stars) or Stonehenge (which has some alignments on astronomical phenomena). Most optical telescopes are housed within a dome or similar structure, to protect the delicate instruments from the elements. Telescope domes have a slit or other opening in the roof that can be opened during observing, and closed when the telescope is not in use. In most cases, the entire upper portion of the telescope dome can be rotated to allow the instrument to observe different sections of the night sky. Radio telescopes usually do not have domes.

There are "a plethora of observations from heavenly bodies which did not agree with each other despite being from the same astronomical entities."

Astronomy
"The radio quasar 3C 454.3 underwent an exceptional optical outburst lasting more than 1 year and culminating in spring 2005. The maximum brightness detected was R = 12.0, which represents the most luminous quasar state thus far observed (MB ~ −31.4). In order to follow the emission behaviour of the source in detail, a large multiwavelength campaign was organized by the Whole Earth Blazar Telescope (WEBT). Continuous optical, near-IR and radio monitoring was performed in several bands. Two pointings by the Chandra and INTEGRAL satellites provided additional information at high energies in May 2005."

"The historical radio data are from the University of Michigan Radio Astronomy Observatory (UMRAO) and the Metsähovi Radio Observatory (Teräsranta et al. 2005, references therein, and unpublished data), while data from the Crimean (RT-22), MDSCC (PARTNeR), Medicina, Noto, and SAO RAS (RATAN-600) Observatories as well as data from the VLA/VLBA Polarization Calibration Database1 contribute to the most recent part of the light curves."

"In order to have information on both the rising and decreasing phases of the outburst, data were collected from June 2004 to the end of September 2005. In total, 5584 UBV RI observations from 18 telescopes4 were performed in this period; moreover, JHK data were taken at Campo Imperatore, Calar Alto, and Roque de los Muchachos (NOT). Radio data from 1 to 43 GHz were acquired at several telescopes, mentioned above."

Observatories
Def. a place where stars, planets and other celestial bodies are observed is called an observatory.

The "Faulkes Telescope Project, sponsored by the Las Cumbres Observatory Global Telescope Network, provides students in the United Kingdom with free access to two high-powered robotic telescopes, one in Hawaii and the other in Australia, which the students are able to use remotely to carry out their own scientific investigations (http://faulkes-telescope.com/)."

Planetary observatories
"The 0.6m Tortugas Mountain Observatory is used to monitor the temporal changes in the Jovian cloud deck and equatorial activity on Saturn. The data are collected with a CCD camera, archived at the NMSU astronomy department and made available to the Astronomical community through the NASA Planetary Data System Subnode. Images collected over the last 27 years are being used as a climatic data base to interpret the Hubble Space Telescope ~HST!, Galileo and Cassini data. Although funding has been reduced, simultaneous observations are scheduled when the 3.5 meter telescope is used for infrared imaging of Jupiter."

Radiation observatory
Def. a device used to measure the heating power of electromagnetic radiation, especially that of solar radiation is called an actinometer.

Def. an actinometer used to measure solar radiation incident on a surface is called a pyranometer.

At right is an SR20 solar radiation sensor. It complies with the "secondary standard" specifications within the latest ISO and WMO standards.

Def. the "total solar radiation from sun and sky on a horizontal surface" is called the global radiation.

The Radiation Observatory, University of Bergen, Bergen, Norway, latitude 60° 24' N and longitude 5° 19' E, at 45 m elevation above sea level, uses one or more pyranometers to measure the Global Radiation.

A sensitivity check is made of each pyranometer against a standard using the sun/shade method on a cloudless day.

A sensitivity may be similar to 4.818 V/Wm-2, which should be a small factor such as 1.0165 times the original sensitivity when first manufactured.

The diffuse (sky) radiation is measured by a pyranometer. "When measuring the sky radiation, the direct solar radiation is constantly shadowed off by means of a 6 cm diameter circular disc mounted on a 30 cm long rotating arm."

Def. a device that measures the intensity of solar radiation received on the surface of the earth is called a pyrheliometer.

The normal incidence beam radiation is measured by a normal incidence pyrheliometer with a known and calibrated sensitivity, e.g. 8.15 V/Wm-2.

The pyrheliometer is mounted on an automatic solar tracker.

Def. a device that measures radiant energy is called a radiometer.

Ultraviolet radiation is measured by means of a total ultraviolet radiometer with a specific wavelength response such as 290 - 385 nm.

"For the measurement of long-wave radiation, a ventilated [...] pyrgeometer [...] with coated silicon hemisphere [is] used. This makes it possible to compute the [Downward Atmospheric Radiation], since the temperature of the instrument is also recorded."

"The [Duration of Sunshine] is measured by a Campbell-Stoke sunshine recorder with blue paper strips. The strips are read according to the rules of [the World Meteorological Organization] WMO [3]. Maximum possible duration gives the number of hours the sun is above the natural horizon, as found from the records on days with clear skies at sunrise or sunset. The [Duration of Sunshine] is also given as the number of minutes during which the [NIP records] irradiance above 120 Wm-2 (with one instantaneous recording counted as 20 seconds)."

"The necessary routine calibrations of the pyranometers and the NIP pyrheliometer are carried out by means of the absolute self-calibrating cavity pyrheliometer [which in turn is] compared to the World Radiation Reference Scale (WRR)".

Observatory geology
Observatory geology has two forms: the geological study necessary to put an observatory on a solid foundation to maximize telescope function through minimizing ground-based vibration and imaging terrain so that geological study may be performed.

"Images of Europa from the Galileo spacecraft [launch release at right from the shuttle Atlantis] show a surface with a complex history involving tectonic deformation, impact cratering, and possible emplacement of ice-rich materials and perhaps liquids on the surface. Differences in impact crater distributions suggest that some areas have been resurfaced more recently than others; Europa could experience current cryovolcanic and tectonic activity. Global-scale patterns of tectonic features suggest deformation resulting from non-synchronous rotation of Europa around Jupiter. Some regions of the lithosphere have been fractured, with icy plates separated and rotated into new positions. The dimensions of these plates suggest that the depth to liquid or mobile ice was only a few kilometers at the time of disruption. Some surfaces have also been upwarped, possibly by diapirs, cryomagmatic intrusions, or convective upwelling. In some places, this deformation has led to the development of chaotic terrain in which surface material has collapsed and/or been eroded"

Theoretical observatory astronomy
A "'Theoretical Observatory' [...] decides which systems, sub-systems and sub-sub-systems should be recognizable, and which not. The result of this process [is] a Theoretically Observed Bright Multiple Star Catalogue or TOBMSC."

A computer code "decides which components would actually be identifiable, either as visual systems, as spectroscopic systems or as eclipsing systems."

Entities
"In order that the [Virtual Astronomical Observatory] VAO would be seen as an entity that is of and for the research community, a dedicated not-for-profit company was established to manage the governance and business functions."

"The U.S. Virtual Astronomical Observatory (VAO; http://www.us-vao.org/) [...] goal is to enable new science through efficient integration of distributed multi-wavelength data."

Objects
The top image at right shows the cupola or dome open with the automated telescopes visible of one of the Okno towers.

The Russian Okno system, four towers are at left, is an optoelectronic system for monitoring and surveillance of space objects integrated to the KRONA system of space recognition.

The installation, at lower right, is located in the mountains near Dushanbe, Tajikistan and Nurek Dam at an altitude of 2,200 meters, approximately latitude 38.280833 ° N longitude 69.224722 ° E.

It is a unique facility equipped with telescopes and radar control capable of tracking space objects orbiting the Earth at an altitude of 2,000 to 40,000 km.

The Okno system is fully automated, performs autonomous control sessions in real time and can only work at night, the role of the center is particularly important in emergency situations, such as a loss of communications with an artificial satellite.

At lower left is an image of the US counterpart, the Ground-based Electro-Optical Deep Space Surveillance (GEODSS) base at Diego Garcia, British Indian Ocean Territory latitude 7.41173°S and longitude 72.45222°E.

Continua
"The CCD spectroscopic observations were performed with the 91-cm telescope at Okayama Astrophysical Observatory (OAO) and the 101-cm telescope at Bisei Astronomical Observatory (BAO) between July 23 and 27."

"The averaged signal to noise ratios (S/N) at the continuum level were 60-100 for OAO data using exposure times of 180-300 s, and 25-40 for BAO data using exposure times of 120 s respectively, which depend on the brightness of the object and the sky condition."

Emissions
"For events observed at Beijing Astronomical Observatory and Ondrejov Observatory, we found that emissions took place at the cyclotron harmonics beginning from the third harmonic."

Absorptions
"The first observational evidence of an absorption feature in the C+ spectrum has been carried out by the Kuiper Astronomical Observatory toward the W51 H II region (Zmuidzinas 1987)."

Bands
"The data on AG Peg were obtained with the ultraviolet broad-band photometers on the Orbiting Astronomical Observatory 2; a large ultraviolet flux was found and easily measured."

Backgrounds
"The sky background depends strongly on the color filters used. For a dark night, it is smallest, around 20 electrons/pixel/140 seconds with the U filter, and largest, around 600 electrons/pixel/140 seconds with the R filter."

The "1 meter Schmidt telescope at the Venezuelan National Astronomical Observatory [is] located at Llano del Hato".

Strong forces
"The molecular cloud Cepheus B is subject to strong forces both trying to compress and to disrupt it simultaneously."

The above is based "on observations collected at the Centro Astronómico Hispano Alemán, Calar Alto (Spain), operated by the Max Planck Institut für Astronomie, Heidelberg (FRG), and at the Observatorio Astronómico Nacional in Sierra San Pedro Mártir, Baja California (México)".

Electromagnetics
"Electromagnetic radiation from galaxies gives information about the status of baryonic matter, ie, stars, gas, and dust."

The "data [was] collected at the Subaru Telescope, which is operated by the National Astronomical Observatory of Japan."

At right is a photograph of the Bernard-Lyot telescope at the Pic du Midi Observatory, Bigorre, France, at dusk with the dome moved to begin opening for observation. The high-sensitivity NARVAL spectropolarimeter installed on the Bernard-Lyot telescope was used to detect the Zeeman effect and thereby a magnetic field in the light emitted by the A0V star Vega.

Meteors
"Reduced trajectory data and orbital elements are reported for 20 double-station meteors photographed at the NASA-NMSU meteor observatory during the winter of 1974/75."

The "meteor radar established at the Ondfejov Observatory of the Astronomical Institute of the Czechoslovak Academy of Sciences [...] measures meteor hourly rates, distances as well as velocities."

The "photographic apparatus at the Yale Observatory, designed mainly for the purpose of attempting to secure records of meteor trails, was put up in 1894 with the aid of a grant from the J. Lawrence Smith fund of the National Academy of Sciences."

Cosmic rays
The Fred Lawrence Whipple Observatory is an astronomical observatory owned and operated by the Smithsonian Astrophysical Observatory (SAO) [with r]esearch activities [that] include imaging and spectroscopy of extragalactic, stellar, and planetary bodies, as well as gamma-ray and cosmic-ray astronomy.

The Pierre Auger Observatory is an international cosmic ray observatory designed to detect ultra-high-energy cosmic rays: single sub-atomic particles (protons or atomic nuclei) with energies beyond 1020 [electronvolt] eV (about the energy of a tennis ball traveling at 80 km/h). These high energy particles have an estimated arrival rate of just 1 per km2 per century, therefore the Auger Observatory has created a detection area the size of Rhode Island — over 3,000 km2 (1,200 sq mi) — in order to record a large number of these events. It is located in western Argentina's Mendoza Province, in one of the South American Pampas.

The basic set-up consists of 1600 water tanks (water Cherenkov Detectors, similar to the Haverah Park experiment) distributed over 3,000 square kilometres (1,200 sq mi), along with four atmospheric fluorescence detectors (similar to the High Resolution Fly's Eye) overseeing the surface array.

Neutrons
A "new detector to observe solar neutrons [has been in operation] since 1990 October 17 [...] at the Mount Norikura Cosmic Ray Laboratory (CRL) of [the] Institute for cosmic Ray Research, the University of Tokyo."

"On 1991 June 1, an active sunspot appeared at N25 E90 on the Sun (NOAA region 6659). The commencement of an enormous bright flare was observed at 03:37 UT on 1991 June 4 [...] The flare was classified as 3 B and the location was at N31 E70 of the solar surface."

"The solar neutron telescope [image at right] consists of 10 blocks of scintillator [...] and several lead plates which are used to place kinetic energies Tn of incoming particles into three bands (50-360 MeV, 280-500 MeV, and ≥ 390 MeV)." The telescope is inclined to the direction of the Sun by 15°. The plane area of the detector is 1.0 m2 and protected by lead plates (Pb) to eliminate gamma-ray and muon background from the side of the detector. The anti-coincident counter (A) is used to reject the muons and gamma rays, coming from the side of the detector and the top scintillators. (P) and (G) are used to identify the proton events and gamma rays. The central scintillator blocks are optically separated into 10 units.

"The horizontal scintillator just above the 10 vertical scintillators distinguishes neutral particles (neutrons) from the charged particles (mainly muons, protons and electrons)."

"Mount Norikura Cosmic-Ray Laboratory has an elevation of 2770 m above sea level. The geographical latitude is 36.10° N and the longitude is 137.55° E. The zenith angle of the Sun at 03:37 UT on June 4 is 18.9° and the solar neutron telescope was set at a zenith angle of 15° on this day."

Protons
A "Proton Observatory [specifically, the] proton vector magnetometer, with a coil theodolite as its main part, permits measurements of the declination of the Earth's magnetic field in accordance with the method of addition."

Electrons
"The ELectron Observatory (ELO) is a calorimeter designed to extend current data on the energy spectrum of cosmic-ray electrons to over 10 TeV, with the potential of detecting predicted structures imprinted on the electron flux by the acceleration process."

Positrons
"The GAMMA-400 space observatory will provide precise measurements of gamma rays, electrons, and positrons in the energy range 0.1–3000 GeV."

Neutrinos
The Baksan Neutrino Observatory (BNO) consists of the Baksan Underground Scintillation Telescope, located 300m below the surface, a gallium–germanium neutrino telescope (the [Soviet–American Gallium Experiment] SAGE experiment) located 3,500m deep, as well as a number of ground facilities.

The Extreme Universe Space Observatory (EUSO) is the first Space mission concept devoted to the investigation of cosmic rays and neutrinos of extreme energy (E > $5 eV$). Using the Earth's atmosphere as a giant detector, the detection is performed by looking at the streak of fluorescence produced when such a particle interacts with the Earth's atmosphere.

The IceCube Neutrino Observatory (or simply IceCube) is a neutrino telescope constructed at the Amundsen-Scott South Pole Station in Antarctica.[1] Similar to its predecessor, the Antarctic Muon And Neutrino Detector Array (AMANDA), IceCube contains thousands of spherical optical sensors called Digital Optical Modules (DOMs), each with a photomultiplier tube (PMT) and a single board data acquisition computer which sends digital data to the counting house on the surface above the array. IceCube was completed on 18 December, 2010, New Zealand time.

The Sudbury Neutrino Observatory detector at right was designed to detect solar neutrinos through their interactions with a large tank of heavy water. The detector turned on in May 1999, and was turned off on 28 November 2006.

The experiment observed the light produced by relativistic electrons in the water created by neutrino interactions. As relativistic electrons travel through a medium, they lose energy producing a cone of blue light through the Cerenkov effect, and it is this light that is directly detected.

Gamma rays
Launched in 1991, The Compton Gamma Ray Observatory [carried aboard the] Burst and Transient Source Explorer (BATSE) instrument, an extremely sensitive gamma-ray detector. The BATSE searched the sky for gamma ray bursts (20 to >600 keV) and conducted full sky surveys for long-lived sources. It consisted of eight identical detector modules, one at each of the satellite's corners (left, right; front and back; top and bottom). Each module consisted of both a NaI(Tl) Large Area Detector (LAD) covering the 20 keV to ~2 MeV range, 50.48 cm in dia by 1.27 cm thick, and a 12.7 cm dia by 7.62 cm thick NaI Spectroscopy Detector, which extended the upper energy range to 8 MeV, all surrounded by a plastic scintillator in active anti-coincidence to veto the large background rates due to cosmic rays and trapped radiation. Sudden increases in the LAD rates triggered a high-speed data storage mode, the details of the burst being read out to telemetry later. Bursts were typically detected at rates of roughly one per day over the 9-year CGRO mission. A strong burst could result in the observation of many thousands of gamma rays within a time interval ranging from ~0.1 s up to about 100 s.

X-rays
The X-ray/optical composite at left "highlights an ultraluminous X-ray source (ULX) shown in the box. ... The timing and regularity of these outbursts ... make the object one of the best candidates yet for a so-called intermediate-mass black hole. ... Chandra X-ray Observatory [at right] observations of this ULX have provided evidence that its X-radiation is produced by a disk of hot gas swirling around a black hole with a mass of about 10,000 suns." "Chandra observed M74 twice: once in June 2001 and again in October 2001. The XMM-Newton satellite also (a European Space Agency mission) observed this object in February 2002 and January 2003."

Opticals
"Observations [of 64 neglected double stars] were made with the GRAS002 robotic [optical] telescope located at the Remote Astronomical Society Observatory [at] Mayhill, [New Mexico] NM, USA (http://www.remote-astronomical-society.org/)."

The double stars [were] imaged using a Takahashi Mewlon 300 Dall-Kirkham cassegrainian reflector located at the Remote Astronomical Society Obseervatory in Mayhill, New Mexico."

The Gran Telescopio Canarias (meaning "Canaries Great Telescope"), also known as GranTeCan or GTC, is a 10.4 m reflecting telescope at the Roque de los Muchachos Observatory on the island of La Palma, in the Canary Islands of Spain, as of July 2009. The telescope [is] sited on a volcanic peak 2267 m above sea level. As of 2009, it is the world's largest single-aperture optical telescope.

The GTC began its preliminary observations on 13 July 2007, using 12 segments of its primary mirror, made of Zerodur glass-ceramic by the German company Schott AG. Later the number of segments was increased to a total of 36 hexagonal segments fully controlled by an active optics control system, working together as a reflective unit. Its Day One instrumentation [is the Optical System for Imaging and low Resolution Integrated Spectroscopy] OSIRIS. Scientific observations began properly in May 2009.

Ultraviolets
"OAO 1 was a solar-cell-powered satellite instrumented to make precision astronomical observations and to measure the absorption and emission characteristics of the stars, planets, nebulae, and the interplanetary and interstellar media from visible to gamma-ray regions. The stabilization system permitted three axes a pointing accuracy of 1 arc minute after the star tracker acquired a guide star. The control system permitted an ultimate pointing accuracy of 0.1 arc second."

"Ultraviolet extinction bumps [in spectra obtained using OAO 2] are investigated in the interstellar extinction curves between 1800 and 3600 A for 36 stars which have (B-V) excesses ranging from 0.03 to 0.55 and are mostly confined to the brighter OB associations distributed along the galactic plane. Each extinction curve is found to have a broad bump which peaks near 2175 A and whose position and profile appear to be constant among all the stars. It is shown that the bump is probably interstellar in origin and that the constancy of its position and shape places such severe restrictions on grain geometrical parameters that classical scattering theory cannot be used to explain the feature unless the dust grains in widely separated regions of space and with very different physical conditions are assumed to have nearly identical size and shape distributions."

Visuals
What is “the “old-fashioned” spirit of real-time visual astronomy”? “I think everyone can conjure up a mental image of astronomers at every level and place in history, gazing through the eyepieces of their telescopes at sights far away - true visual astronomy.”

At right is an image of the 26-inch Warner & Swasey refracting telescope at the United States Naval Observatory.

Violets
In 1959 "observations of the spectrum of the planet Venus, with spectrographs of low and high dispersion at the Georgetown College Observatory, show that a wide, continuous absorption band is present in the violet and near-ultraviolet."

The spectra at right show a "[c]omparison between a night sky spectrum obtained in a light polluted site (Asiago Astrophysical Observatory – Italy, upper panel) and a dark site (ESO-Paranal – Chile, lower panel). Spectral line identifications for the main features are traced in red for artificial sources and in blue for the natural ones. The emissions generated by street lighting are clearly visible, mainly in the form of strong lines of Mercury and Sodium, which fall not only in the visible range (500-600nm), but also in the in blue and violet parts of the spectrum."

Blues
"VERITAS (Very Energetic Radiation Imaging Telescope Array System) is a ground-based gamma-ray instrument operating at the Fred Lawrence Whipple Observatory (FLWO) in southern Arizona, USA. It is an array of four 12m optical reflectors for gamma-ray astronomy in the GeV - TeV energy range. These imaging Cherenkov [a bluish light] telescopes are deployed such that they have the highest sensitivity in the VHE energy band (50 GeV - 50 TeV), with maximum sensitivity from 100 GeV to 10 TeV. This VHE observatory effectively complements the NASA Fermi mission."

The Collaboration between Australia and Nippon for a Gamma Ray Observatory in the Outback, CANGAROO is for very high energy cosmic gamma ray observation by telescope [detecting Cherenkov light]. It is located on the Woomera Prohibited Area in South Australia.

Cyans
In January 1986, the Voyager 2 spacecraft flew by Uranus at a minimal distance of 107,100 km providing the first close-up images and spectra of its atmosphere. They generally confirmed that the atmosphere was made of mainly hydrogen and helium with around 2% methane. The atmosphere appeared highly transparent and lacking thick stratospheric and tropospheric hazes. Only a limited number of discrete clouds were observed.

Greens
"In 1999, observations of the Venus nightglow with the Keck I telescope showed that the 5577 Å oxygen green line was a significant feature, comparable in intensity to the terrestrial green line. Subsequent measurements have been carried out at the Apache Point Observatory (APO) [at left] and again at Keck I, confirming the presence of the line with substantially varying intensity."

"[U]nequivocal detections [occurred at McDonald Observatory on 10 nights from 25 June through 17 July 2000] of the O (1S) and O (1D) metastable lines in emission in the cometary [Comet C/1999 S4 (LINEAR)] spectrum. These lines are well separated from any telluric or cometary emission features."

Yellows
"The lack of long period Cepheids of Population I with P > 45 d in the Galaxy as opposed to the Magellanic Clouds, has fascinated observers and theoreticians for many years."

Oranges
The Spite plateau (or Spite lithium plateau) is a baseline in the abundance of lithium found in old stars orbiting the galactic halo.

"Lithium depletion through atomic diffusion has been suggested as a solution to the discrepancy between the Spite plateau abundance and the predicted value of the primordial lithium abundance".

Reds
"The flare was observed by [the commencement of an enormous bright flare was observed at 03:37 UT on 1991 June 4 (K. Yamaguchi, M. Ire, & M. Miyashita 1991, private communication5; Sakurai et al. 1992) with] a 14 cm aperture Hα monochromatic heliograph of the National Astronomical Observatory [Mitaka, Tokyo 181, Japan]."

Visual photographs of Comet West showing red emission from the comet's tail have been taken in early March 1976 at the Munich Public Observatory shown at right.

Infrareds
The European Space Agency's Herschel Space Observatory has aboard the Photodetector Array Camera and Spectrometer (PACS). "The camera operates in three bands centred on 70, 100, and 160 μm, respectively, and the spectrometer covers the wavelength range between 51 and 220 μm."

Submillimeters
The "solar submillimeter telescope [(SST) is] at the El Leoncito Observatory located at 2550 m altitude in the Argentina Andes. The SST has a 1.5 m reflector with four 212 GHz and two 405 GHz radiometers operating simultaneously with 5 ms time resolution. The main-beam cluster consists of three 212 GHz beams (about 4 half-power beamwidth) partially overlapping each other and one 405 GHz beam (about 2) in the center of the three".

Microwaves
"The basic scientific goal of the Planck mission is to measure [cosmic microwave background] CMB anisotropies at all angular scales larger than 10 arcminutes over the entire sky with a precision of ~2 parts per million. The model payload consists of a 1.5 meter off-axis telescope with two focal plane arrays of detectors sharing the focal plane. Low frequencies will be covered by 56 tuned radio receivers sensitive to 30-100 GHz, while high frequencies will be covered by 56 bolometers sensitive to 100-850 GHz."

Radars
The "Arecibo Observatory in Puerto Rico [is] the world's largest, and most sensitive, single-dish radio telescope."

"The 1,000-foot-diameter (305 meters) Arecibo telescope [... provides] access to state-of-the-art observing for scientists in radio astronomy, solar system radar and atmospheric studies, and the observatory has the unique capability for solar system and ionosphere (the atmosphere's ionized upper layers) radar remote sensing."

It contains the largest curved focusing dish on Earth, giving Arecibo the largest electromagnetic-wave-gathering capacity. The dish surface is made of 38,778 perforated aluminum panels, each measuring about 3 by 6 feet (1 by 2 m), supported by a mesh of steel cables.

The telescope has three radar transmitters, with [EIRP] effective isotropic radiated powers of 20 TW at 2380 MHz, 2.5 TW (pulse peak) at 430 MHz, and 300 MW at 47 MHz. The telescope is a spherical reflector, not a parabolic reflector. To aim the telescope, the receiver is moved to intercept signals reflected from different directions by the spherical dish surface. A parabolic mirror would induce a varying astigmatism when the receiver is in different positions off the focal point, but the error of a spherical mirror is the same in every direction.

The receiver is located on a 900-ton platform which is suspended 150 m (500 ft) in the air above the dish by 18 cables running from three reinforced concrete towers, one of which is 110 m (365 ft) high and the other two of which are 80 m (265 ft) high (the tops of the three towers are at the same elevation). The platform has a 93-meter-long rotating bow-shaped track called the azimuth arm on which receiving antennas, secondary and tertiary reflectors are mounted. This allows the telescope to observe any region of the sky within a forty-degree cone of visibility about the local zenith (between −1 and 38 degrees of declination). Puerto Rico's location near the equator allows Arecibo to view all of the planets in the Solar System, though the round trip light time to objects beyond Saturn is longer than the time the telescope can track it, preventing radar observations of more distant objects.

Radios
The radio telescope P-2500 (RT 70) - Soviet radio telescope with a mirror diameter of 70 meters - is one of the largest in the world. It is located on the third floor of the Deep Space Communication building on the Black Sea coast near the village of Dairy (Ukraine).

The "La Posta Astro-Geophysical Observatory, shown at left, [is] on a 3,900-foot site in the Laguna Mountains 65 miles east of San Diego. The observatory played a major role in solar radio mapping, studies of environmental disturbances, and development of a solar optical videometer for microwave research. Its 60-foot dish, which could both transmit and receive, was used for important Center research programs in propagation and ionospheric forecasting.

Superluminals
"For the 1989.29 VLBI observation we simultaneously used the VLA [above center] at 5 GHz in its normal B-configuration synthesis mode to obtain an image of the large scale structure of 3C390.3 with angular resolution of 1.2". We observed the source nearly continuously for 14 hours, except for a 5 min observation of 1803+784 as a phase and amplitude calibrator twice per hour."

Plasma objects
"To that purpose, we review the current understanding of the prominence as a plasma object and relate it to its surrounding cavity."

"The eclipse photographs [...] belong to the High Altitude Observatory archives."

Gaseous objects
"BVI images were obtained with an 800 x 800 TI CCD on the Perkins 1.8 m telescope at Anderson Mesa over two nights in 1991 October."

The ""shell" is peculiar in that the gaseous object is a giant filament rather than an intact ring."

Liquid objects
Condensation "calculations show that spinel-rich chondrules did not crystallize from metastable liquid condensates, and that spinel-rich inclusions are not aggregates of refractory nebular condensates."

The Smithsonian Astrophysical Observatory at right participates in meteorite research. The observatory is now part of the Harvard-Smithsonian Center for Astrophysics.

Rocky objects
"The formation of Earth-like planets through collisional accumulation of rocky objects within a disk has mainly been explored in theoretical and computational work in which post-collision ejecta evolution is typically ignored1,2,3, although recent work has considered the fate of such material4. [...] An important ingredient in understanding the vanishing mid-infrared excess emission toward TYC 8241 2652 1 is the initial state of its disk system. Given an age of ~10 Myr, the star could have been host to either an accreting protoplanetary disk rich in gas and dust or a second-generation debris disk formed from the collisions of rocky objects orbiting the star13. [...] the dusty material orbiting TYC 8241 2652 1 is the result of the collisions of rocky objects."

"To determine the age of TYC 8241 2652 1 we obtained high-resolution optical spectra over four epochs from February 2008 to January 2009 with an echelle spectrograph mounted on the Siding Spring Observatory 2.3-m telescope. [...] The spectral type and effective temperature is determined from line ratios28 in the Siding Spring Observatory echelle spectra."

Shelters
For intelligent life forms to survive in conditions above the Earth's atmosphere or even within that atmosphere, often requires protection. This protective gear or mechanisms are made of chemicals.

Sun
"On April 23, 1978 a system of bright loop prominences was observed at Oslo Solar Observatory, Harestua, on the east limb of the Sun."

Locations on Earth
The town is generally between 70 m and 100 m above sea level.

The location of the observatory can hardly be considered ideal for astronomical observations, even at the time of its construction. It is at a low elevation in an essentially urban setting of an army town with many nearby buildings that date from the time of its construction.[2] It is very near a road that is lit by streetlights, although this was somewhat ameliorated by a clockwork switch inside the observatory that would turn off the nearest streetlights for about 20 minutes. This clockwork system was upgraded in 1987. As the electricity supply has been removed in 2006, this facility is no longer available. In its current location, the observatory will be an island in a sea of houses and some people fear that it will be targeted by vandals or, perhaps, will have to be protected with high, unsightly fences.

The National Observatory of Athens is 107 m asl.

The new 63 cm telescope in Penteli [is] used extensively by the astronomers of the Institute.

"Research areas of the [Institute of Astronomy and Astrophysics] IAA range from Solar Physics to Cosmology. The IAA also runs the 2.3 m Aristarchos telescope at Helmos Observatory and the 1.2 m telescope at Kryoneri Observatory."

Neolithic
The base of the Neolithic is approximated to 12,200 b2k.

Whatever religious, mystical or spiritual elements were central to Stonehenge, its design includes a celestial observatory function, which might have allowed prediction of eclipse, solstice, equinox and other celestial events important to a contemporary religion.

“Stonehenge does not occupy a topographic high, but rather a site of intermediate elevation, such that the natural horizon, when viewed from the heel stone, is remarkably even and is sufficiently far away that its elevation above the astronomical horizon is a small angle.”

“All results were registered by Professor Gowland in relation to a datum line [102.8 m] 337.4 feet above sea level.”

Observation posts
An observation post, temporary or fixed, is any preselected position from which observations are to be made - this may include very temporary installations or even an airborne aircraft.

Outbuildings
The shapes and sizes, as well as functions, of particular observatories have changed over time.

An instrument, or a collection of them, with outbuildings for such things as control centres, data reduction centers, and maintenance are called observatories, such as radio observatories.

Domes
Most optical telescopes are housed within a dome or similar structure, to protect the delicate instruments from the elements. Telescope domes have a slit or other opening in the roof that can be opened during observing, and closed when the telescope is not in use. In most cases, the entire upper portion of the telescope dome can be rotated to allow the instrument to observe different sections of the night sky.

The domes of observatories, such as in the image at right, and the objects inside used to observe and control these observatories are made of chemicals.

Towers
Tuorla is located about 12 kilometres from Turku in the direction of Helsinki. The observatory is at an altitude of 60.6 m above sea level (asl). The tower allows the observatory clear line of sight without being affected by the surrounding trees.

Control rooms
Def. a room serving as the centre of monitoring a building, controlling an operation etc is called a control room.

Equatorial rooms
An equatorial room, in astronomical observatories, is the room which contains an equatorial mounted telescope. It is usually referred to in observatory buildings that contain more than one type of instrument: for example buildings with an "equatorial room" containing an equatorial telescope and a "transit room" containing a transit telescope. Equatorial rooms tend to be large circular rooms to accommodate all the range of motion of a long telescope on an equatorial mount and are usually topped with a dome to keep out the weather.

Laboratories
Housing sensitive instruments on the ground floor may benefit from being “surrounded by thick concrete walls, which offer excellent thermal stability and of course vibration isolation from the dome and external observatory structure.”

Observation rooms
On the right is an image of the observation room for the 150-Foot Solar Tower Observatory on Mt. Wilson.

Stairwells
The staircase or stairwell to an observation platform or a telescope provides an excellent spiral wall to exhibit images and photographs from completed and ongoing research.

At right is the spiral staircase to the old viewing room of the United States Naval Observatory.

Left is the staircase for the observation platform at the Munich Public Observatory.

Warm rooms
“With the increasing use of computers and CCD cameras, it is very advantageous to incorporate a 'warm room' into the observatory structure to keep the computer warmer than ambient air in cool seasons.”

Libraries
"The Astronomy Library supports programs of study in both astronomy and astrophysics and is used by the Astronomy Department, the Center for Space Physics and the Institute for Astrophysical Research. Named for Professor Michael D. Papagiannis in recognition of his 30 years of service to Boston University, this collection includes books in all areas of the field, current journals, and a comprehensive collection of sky atlases and maps."

The image on the right shows reading tables and a portion of the stacks. The images on the left and center show the main reading rooms of the Cambridge Observatory Library and Van Vleck Observatory Library of Wesleyan University, respectively.

Machine shops
"Our objective is to design, build, and maintain the highest quality research and teaching instruments, while always keeping finished cost to a minimum and safety to a maximum."

"I asked him where he had it made, he said he made it himself, & when I asked him where he got his tools said he made them himself & laughing added if I had staid for other people to make my tools & things for me... I had never made any thing..."

Lecture rooms
The Munich Public Observatory "lecture room has 64 seats and a wide range of equipment for presentations: Slide-, video-, LCD- and overhead-projectors and a large screen with the dimension of 3 x 2.5 m. Lectures can be transmitted to our conference room."

Exhibition halls
"There is a scaled model of the solar system in the 40 square meters sized exhibition hall [of the Munich Public Observatory]. A mini-planetarium demonstrates the orbits of Earth and Moon. With our spatial model the positions of the stars in the universe can be easily understood. Astronomical information is shown on large boards."

Conference rooms
The Munich Public Observatory "50 square meters sized conference room is equipped for multi-purpose use with a variable number of seats and a bar. We use it for seminars and as a lounge for our club members."

Planetaria
"In [the Munich Public Observatory] planetarium with 32 seats a Zeiss projector creates an impressive view of the night sky, independent of the weather or time of day, which in nature could only be seen under the best weather conditions. The constellations and the movement of the sun, moon and planets can be clearly demonstrated and these important aspects of the science of astronomy can be easily explained."

At left is the exterior structure for the Minsk planetarium.

Observation platforms
Both astronomers and the general public who enjoy and support most astronomical observatories take advantage of observation platforms.

"The 300 square meters sized observation platform [at the Munich Public Observatory shown at right] is located at an altitude of 35 meters above street level and provides a splendid view over the city of [Munich] and the Alps. Two telescope domes [and] two smaller huts, housing the large telescopes are located here. In addition to these the visitors can use a series of smaller, portable telescopes."

An airborne observatory is an airplane or balloon with an astronomical telescope. By carrying the telescope high, the telescope can avoid cloud cover, pollution, and carry out observations in the infrared spectrum, above water vapor in the atmosphere which absorbs infrared radiation.

The Gerard P. Kuiper Airborne Observatory (KAO) was a national facility operated by NASA to support research in infrared astronomy. The observation platform was a highly modified C-141A jet transport aircraft with a range of 6,000 nautical miles (11,000 km), capable of conducting research operations up to 48,000 feet (14 km). The KAO was based at the Ames Research Center, NAS Moffett Field, in Sunnyvale, California. It began operation in 1974 as a replacement for an earlier aircraft, the Galileo Observatory, a converted Convair CV-990 (N711NA).

The Stratospheric Observatory for Infrared Astronomy (SOFIA) ... is based on a Boeing 747SP wide-body aircraft that has been modified to include a large door in the aft fuselage that can be opened in flight to allow a 2.5 meter diameter reflecting telescope access to the sky. This telescope is designed for infrared astronomy observations in the stratosphere at altitudes of about 41,000 feet (about 12 km). SOFIA's flight capability allows it to rise above almost all of the water vapor in the Earth's atmosphere, which blocks some infrared wavelengths from reaching the ground. At the aircraft's cruising altitude, 85% of the full infrared range will be available. The aircraft can also travel to almost any point on the Earth's surface, allowing observation from the northern and southern hemispheres.

Hypotheses

 * 1) Radiation astronomy observatories have probably been around as long as hominins have.

title: Observatories/Astronomy


text:
Mergers and Acquisitions/Business Plan/Session 5

What is a business plan? A business plan is any plan that works for a business to look ahead, allocate resources, focus on key points, and prepare for problems and opportunities.

Unfortunately, many people think of business plans only for starting a new business or applying for business loans. But they are also vital for running a business, whether or not the business needs new loans or new investments. Businesses need plans to optimize growth and development according to priorities.

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


text:
User:HAPE3512

So far as I can tell there is nothing like this wiki anywhere. I just wish it had existed when I was first diagnosed. I regard it as the first step in unifying the knowledge and efforts of the entire PD community with a view to accelerating the rate of discovery and availability of new therapies. I have a copy of the 1972 Readers Digest 'Home Doctor' and rather depressingly the page on PD could have been written today.

title: User:HAPE3512


text:
User talk:Droflet

EduWiki Conference, September 2012
Hi Droflet and thanks for your question. I've responded on the Conference talk page. Cheers, MartinPoulter (talk) 15:46, 6 August 2012 (UTC)

Hi
It was great to meet you at Eduwiki. I'll follow through on the stuff we talked about soon.Leutha (talk) 17:54, 7 September 2012 (UTC)

The Signpost
If you would like The Signpost delivered to your talk page, this is possible on Wikiversity. You need to add your name here. I think they would be interested in reporting your project when you launch it. Leutha (talk) 10:57, 9 September 2012 (UTC)

Welcome
I've read today some of the pages of Portal:The Science Behind Parkinson's and like what I see. So, I wanted to say a short hello. I'm not sure if you saw my reply in the --Suilven (talk) 16:58, 8 October 2012 (UTC)colloquium already (It was late and if I did not answer your questions good enough, ping me, I'll help you more with your project). Erkan Yilmaz uses the Chat + Identi.ca 16:07, 10 September 2012 (UTC)

The Science Behind Parkinson's learning project
On this subpage is a version of emails we have been sending out publicising this project and appealing for contributors. We need people to contribute material to make this project a success.

If you are a wikipedia or wikiversity editor and have an appropriate background, please consider helping develop this project.

Please read the subpage about the project or just look at the project itself.

Droflet (talk) 17:10, 16 September 2012 (UTC)

Parkinson's UK Wikipedia training
Hi, I thought you might be interested in this:Parkinson's UK Wikipedia training
 * Where?: IT training room in Tuition House, 210 Borough High Street, London SE1 1JX
 * When?: Thursday 11 October 2012, 10am-4pm
 * I think it would be great if we could make some kind of link up - or perhaps you are already involved? Leutha (talk) 12:09, 17 September 2012 (UTC)

New user Suilven
Hi Droflet,

My apologies for breaking the format - I'm new to this and don't really know what I'm doing yet. All help most welcome. I just tried to correct a minor grammatical error and wasn't sure how to to "sign" my changes! Suilven (talk) 16:58, 8 October 2012 (UTC)

English Wikipedia
Can you please confirm here that you had made this request? Thanks, Maxim (talk) 14:29, 3 December 2012 (UTC)

 * Yes, I confirm that I made the request Droflet (talk) 16:56, 3 December 2012 (UTC)

PDHitCounter Template
It seemed to stopped working, so I changed it to latest 30 days. I think its a useful template. I didn't understand your question. Were you suggesting a different template, this template for general purpose, or one with a generic name? This one does a good job as a generic hit counter. I think the hit counter stopped working again for all wiki projects. Sidelight12 Talk 01:41, 4 January 2013 (UTC)
 * That was a good correction to the template. I was wondering if you were intending on keeping two separate edit counters, or one. - Sidelight12 Talk 04:42, 6 January 2013 (UTC)

Disruptive editing
Thanks for alerting me. I've made these changes: Please let me know if there are any such problems occur. -- Jtneill - Talk - c 21:51, 23 April 2013 (UTC)
 * Portal:The Science Behind Parkinson's/Things you can do has been semi-protected for one month.
 * User:Domtheo has been blocked for editing for one month for disruptive editing.

your whitelisting request
permanent link. I apologize on behalf of the Wikiversity community for the long delay in granting this reasonable request. As you can see, there was a problem. Basically, nobody showed up who knew how to handle the request. I remedied that, on the face, except that, then, apparently nobody was continuing to pay attention to the request, so I just created a new subsection that may get custodian attention. If not, you may start pinging specific custodians, or, if asked, I may do this to support you.

Meanwhile, you can add any link to a resource by omitting the http:// prefix. It is not then a "link" and the blacklist will not prevent it from being added. Users can copy and paste this into their browser bar, and most browsers will then supply the http text.

Blacklisting globally does not establish a presumption that a link is improper. It sometimes happens when a single user adds many links quickly, or sometimes even only a few. I have seen totally legitimate sites blacklisted, when every link added was actually proper for the article, and I've seen that blacklisting continue for years. Wikiversity, in addition, is far more tolerant than, say, Wikipedia, about the appropriateness of links. Exactly where and how a page is linked is another matter, and occasionally we see debate over it. But your request was clearly approved, simply not implemented. --Abd (discuss • contribs) 15:09, 10 October 2013 (UTC)
 * Thanks, Abd, for your assistance with this. The viartis web site is now accepted. Droflet (discuss • contribs) 16:13, 10 October 2013 (UTC)
 * I see it was promptly done. Thanks for your patience, Droflet, and thanks to Dave for doing it. --Abd (discuss • contribs) 16:34, 10 October 2013 (UTC)

redirects from User:Sigman to User:Droflet
The user and user talk page for Sigman have been redirected to your pages. Let us know if there is any problem with that. Thanks. --Abd (discuss • contribs) 00:53, 22 March 2015 (UTC)

title: User talk:Droflet


text: Category:Towards A Better India

title: Category:Towards A Better India


text: Category:Resource stubs

title: Category:Resource stubs


title: File:Angles.20120517.pdf


title: File:Plots.20120517.pdf


text:
Talk:Cross-cultural psychology

I'm working on expanding wiki coverage for the field. The names I added are all people currently doing research. Disclaimer: I'm a member of IACCP! :-) --Shandong44 (talk) 15:57, 17 May 2012 (UTC)

title: Talk:Cross-cultural psychology


text:
Talk:Force equilibrium

In the example are you sure you have not accidentally confused F1 with F2 regarding their weight and their distance from fulcrum?

title: Talk:Force equilibrium


text:
User:Stefán Örvar Sigmundsson

wikipedia:en:User:Stefán Örvar Sigmundsson

title: User:Stefán Örvar Sigmundsson


text:
User talk:Stefán Örvar Sigmundsson

 Hello S.Örvarr.S, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 06:29, 18 May 2012 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Stefán Örvar Sigmundsson


text:
The History of the Paralympic Movement in Australia/Chapter 2 topics

Topics
International Competitions

International Stoke Mandeville Games/Paralympics

 * Paralympic Games (Rome 1960)*
 * Paralympic Games (Tokyo 1964)*
 * Paralympic Games (Tel Aviv 1968)*
 * Paralympic Games (Heidelberg 1972)*

Commonwealth Paraplegic Games (joint WP page)

 * Perth 1962
 * Kingston, Jamaica 1966
 * Edinburgh 1970
 * Dunedin 1974

National Competitions (Australian Paraplegic Games/National Wheelchair Games/National Paraplegic and Quadriplegic Games)

 * Melbourne 1960
 * Sydney 1962
 * South Australia (1964)
 * Brisbane (1966)
 * Perth (1968)
 * Melbourne (1970)
 * Sydney (1972)

International Stoke Mandeville Games/Paralympics

Prominent Identities (athletes and support staff)

1960

 * Daphne Ceeney (NSW)*
 * Ross Sutton (NSW)*
 * Robin Tourrier (QLD)
 * Gary Hooper (NSW)*
 * Kevin Coombs*
 * Frank Ponta**
 * Bill Mather-Brown*
 * Bruno Moretti*
 * Chris O’Brien
 * Kevin Cunningham
 * Roger Cockerill
 * John Turich

Support –

 * Kevin Betts*
 * Dr David Cheshire
 * John ‘Johno’ Johnston
 * Fred Ring(?)

1964

 * Bruce Thwaites (Captain) (NSW)
 * Gary Hooper (NSW)*
 * Trevor French (NSW)
 * John Martin (NSW)*
 * Allan McLucas (NSW)*
 * Daphne Ceeney (NSW)*
 * Elizabeth Edmondson (WA)**
 * Marion O’Brien (WA)*
 * Lionel Cousens (WA)
 * Bill Mather-Brown (WA)*
 * Frank Ponta (SA)**
 * Roy Fowler (QLD)*
 * Vic Renalson (QLD)**
 * Michael Dow (VIC)*
 * Elaine Schreiber (VIC)*
 * Rerserves – M. Tamminen (QLD), J. Gidney (NSW)
 * Leader: George Bedbrook**
 * Manager: ‘Johno’ Johnston
 * Attendants: Kevin Betts* and William (Bill) Gibb
 * Nurse, Miss M Buzacott
 * Baggage master: Cyril C. Thomas
 * Volunteers: K. Pinchers (fencing coach) and Tim Timmermans (swim coach)

1968

 * P Smith
 * D Workman
 * Sally Lamb
 * Cherrie Ireland (nee Loydstrom)
 * Elaine Schreiber*
 * Marion O’Brien*
 * Daphne Hilton*
 * Elizabeth Edmonson*
 * Lorraine Dodd*
 * Kevin Coombs *
 * Bill Mather-Brown*
 * Bruno Moretti*
 * Frank Ponta** (Basketball Captain?)
 * Gary Hooper*
 * Kevin Betts
 * Vic Renalson** (Team Captain?)
 * K Munro
 * Roy Fowler*
 * K Bawden
 * B Chambers
 * Kevin Cunningham
 * Robert McIntyre**
 * John Beattie
 * Peter Burt
 * Allan McLucas*
 * A South
 * Alan Conn*
 * F Blums
 * N Simmonds
 * D Watts
 * J Newton
 * John Martin*
 * Team Manager – ‘Johnno’ Johnston
 * Senior Medical Officer (and International Stoke Mandeville Games Committee member) – George Bedrock**
 * Attendants – Kevin Betts*, M Wilson, William (Bill) Gibb, J McCafferty, Miss J Tyler, Miss N Noyce
 * Nursing Aids – Mrs A Coops, Mrs Gary Cooper, Mrs Kevin Cunningham

1972

 * Eric Bolter*
 * Alan Conn*
 * Kevin Coombs (Basketball team captain)*
 * Pauline English*
 * Pam Foley
 * Roy Fowler*
 * Tracey Freeman*
 * Terry Giddy**
 * Cherrie Ireland (nee Loydstrom)
 * Libby Kosmala**
 * Eric Magennis
 * John Martin*
 * Rob McIntyre**
 * Bob McMillan
 * Brian McNicoll**
 * Frank Ponta**
 * Vic Renalson**
 * Cliff Rickard
 * Eric Russell**
 * Victor Salvemini
 * Elaine Schreiber*
 * Tony South*
 * Team Nurse – Nadine Mather-Brown
 * Team Physio – Don Perriman

� Other Identities
 * Jeff Wiseman (admin NSW)
 * Dr John Grant (Medico, Sydney)
 * Dr John Yeo (Medico, Sydney)
 * Herb Sanderson (remedial gymnast Vic)
 * Geoff Luke (remedial gymnast Vic)
 * Fred Gibbs (remedial gymnast Qld)
 * Vernon Hill (physio Qld)


text:
User:Thuvack/Books/EE102-CIRCUIT ANALYSIS

Introduction to circuit theorems

 * Electric Circuit Analysis
 * Passive sign convention
 * Simple Resistive Circuits
 * Resistors in Series
 * Resistors in Parallel
 * Circuit Analysis Quiz 1
 * Kirchhoff's Voltage Law
 * Kirchhoff's Current Law
 * Nodal analysis
 * Mesh Analysis
 * Circuit Analysis Quiz 2
 * Circuit Analysis - Lab1


title: File:Angles.20120518.pdf


title: File:Plots.th.20120518.pdf


text:
User:Chewbaccaaa

Visit my Wikipedia userpage.

Leave me a message?

title: User:Chewbaccaaa


text:
Category:Parkinson's disease

Parkinson's disease. Also known as Parkinson disease.

title: Category:Parkinson's disease


text:
UTPA STEM/CBI Courses/Physics (General)/Work & Energy

Course Title: Physical Science I

Lecture Topic: Work & Energy

Instructor: Mr. Mario A. Lopez

Institution: South Texas College, Starr County Campus

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Describe and find the benefits and applications of work and energy, forms of energy, and conservation of energy (including work-energy theorem).

 * Sub Objectives- The objectives will require that students be able to:
 * Define work and energy, and conceptually understand how they are related.
 * Recognize the work-energy theorem; that is, Work = ΔKE.

 * Difficulties- Students may have difficulty:
 * Performing simple algebra
 * Remembering rules of arithmetic
 * Comparing like terms
 * Checking for like units (m, m/s, m/s2, N, J, etc.)
 * Understanding fractions and decimals and their relationships
 * Conceptualizing the difference between speed and acceleration and that acceleration is a process requiring time.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Investigating automobile accidents

Model of Knowledge

 * Concept Map

 * Content Priorities
 * Enduring Understanding
 * Work, Energy, KE, PE, time, mass, distance, motion, force, velocity, acceleration, heat, friction, weight
 * Important to Do and Know
 * Simple Math
 * Simple Formulas
 * Comparison of like terms (less than, greater than)
 * Worth Being Familiar with
 * Units of measure
 * Conversion factors between units
 * Scientific notation

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Problem solving using energy conservation and work-energy theorem (groups).

 * Summative Assessment
 * Students report their findings.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Describe and find the benefits and applications of work and energy, forms of energy, and conservation of energy (including work-energy theorem).

The objectives will require that students be able to:
 * Apply the formula for the work energy theorem (Work = ΔKE) to solve very simple physics problems.
 * Identify other formulas, including Work = Fd and KE = (1/2)mv2.
 * Use simple algebra to manipulate equations.
 * Perform simple arithmetic using a calculator.
 * Use conversion factors to convert between units.
 * Produce scatter plots with one independent and one dependent variable.

THE CHALLENGE

While driving along a residential street with a 25 mph speed limit, the distracted driver of a Ford F-150 crashes into the rear end of a parked Chevrolet Metro. The Metro is pushed forward 10 feet in the collision. Afterwards, the F-150 driver’s insurance company wants to know whether their customer violated the speed limit at the time of the collision. You work for an engineering consulting firm hired by the insurance company. Your job is to determine the Ford F-150’s speed at the moment of impact.

GENERATE IDEAS

How can the work-energy theorem be used to determine the speed of a moving vehicle at the moment that it crashes?

MULTIPLE PERSPECTIVES

Students watch video of elastic and inelastic collisions to help recognize assumptions that may need to be made.

RESEARCH & REVISE

Instructor briefly lectures about assumptions that will be used for some of the terms involved in the work-energy theorem. Students use library and internet resources to find weight and coefficient of friction for the vehicles involved in the traffic accident presented in the Challenge.

TEST YOUR METTLE

Students solve simple problems involving the work energy theorem while doing a lab exercise to discover the relationship between KE and stopping distance. GO PUBLIC

Students present their answer to the challenge to the class.


text:
UTPA STEM/CBI Courses/Environmental Impact Assessment/Map, Compass, and GPS Skills

Course Title: Environmental Impact Assessment

Lecture Topic: Map, Compass, and GPS Skills

Instructor: Frank J Dirrigl, Jr.

Institution: The University of Texas Pan-American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand how to read a topographical map including symbols, elevation, and directions
 * Use a compass to orientate a map, take a bearing, and follow directions
 * Use a Global Positioning System (GPS) to take a waypoint, find latitude and longitude, and UTM coordinates

 * Sub Objectives- The objectives will require that students be able to:
 * What slope is and how to calculate rise (elevation) over run (distance)
 * Use a grid or coordinate system
 * Read degrees and (ticks) on a compass
 * Follow a set of detailed directions for the GPS unit

 * Difficulties- Students may have difficulty:
 * Orienting their sense of direction and converting it to degrees
 * Reading contour lines on a topographical map
 * Comprehending UTM grids and finding points on a topographical map

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Skills that will allow a beginning environmental scientist communicate the location of a site or specimen

Model of Knowledge

 * Concept Map
 * Analytical Skills
 * Reading a Map and Compass and GPS unit
 * Calculating area of a land plot
 * Taking compass reading with declination
 * Teamwork Building Skills
 * Working as part of a group to construct a compass course
 * Working with the group to complete another team’s compass course

 * Content Priorities
 * Enduring Understanding
 * Locate a project area in the field and map and be able to convey this information to others so that they may find it
 * Locate particular landscape / biological features from maps or descriptions
 * Orient themselves on a map

 * Important to Do and Know
 * Compass directions
 * Map symbols and elevations
 * UTM coordinate grids
 * GPS menu operation and limitations

 * Worth Being Familiar with
 * Orienteering skills (i.e., it is not necessary to do any of the skill set fast, but could come in handy in search and rescue situations

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Assess prior knowledge of compass and map us with pre-quiz (no grade)
 * Assess teams ability to work together to find points on a compass course in the shortest period of time (no grade- but reward with the golden compass award plaque with team names)

 * Homework (individual)
 * Complete the Lost Lake compass exercise
 * Complete the Topographical Map UTM exercise to locate UTPA buildings

 * Summative Assessment
 * Student is assessed by the number of tasks completed successfully
 * Student is assessed by their participation in the challenge

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Orientate a compass and compensate for declination through adjustment or addition/subtraction of degrees
 * Orientate a map to allow compass bearing readings from the map to compass and compass to map
 * Practice this skill inside with Lost Lake exercise
 * Practice this skill outdoors on UTPA campus
 * Use a GPS unit to map a waypoint and determine latitude and longitude and UTM coordinates in the field and on a map using a UTM grid
 * Read a topographical map for elevation, common symbols, and calculate slope of a hill
 * Use a pocket stereoscope to determine landform and vegetation
 * Use grids to calculate the acres of a land plot
 * Determine the elevation of a pond or hill using a map or GPS unit

The objectives will require that students be able to:
 * Locate a project area in the field and map and be able to convey this information to others so that they may find it
 * Locate particular landscape / biological features from maps or descriptions
 * Orient themselves on a map

THE CHALLENGE

You have found rare plants and animals on the UTPA campus. Using a map, compass, and GPS, plot the points so that other environmental scientists can follow your trail and find them too.

GENERATE IDEAS

 * 1) How can you send someone to a location on a topographical and/or aerial map where you have found a rare species of plant or animal?
 * 2) Students will be handed a compass and asked to find where north is and walk in this direction
 * 3) Students will be asked to orientate a map so that it faces the direction they are facing
 * 4) Students will be asked to take a bearing on a tree or object
 * 5) What is orienteering? What is geocaching?

MULTIPLE PERSPECTIVES

Learn how to use a map, compass, and GPS unit through instruction, video, and provided web links (See Blackboard supporting page).

RESEARCH & REVISE

You will set up a compass and GPS course (i.e., orienteering and geocaching). Group A will construct the compass course and then travel the GPS course. Group B will construct the GPS course and then travel the compass course.

TEST YOUR METTLE

Construct a concept map about: What is important to know when working with a map, compass, and GPS? GO PUBLIC

Try your hand at geocaching with friends by finding two caches located on campus.

-


text:
Dominant group/Education

“Education is the process by which a person, community, or society shares and passes knowledge, skills, and values from one generation to the next. Education literally means to "bring forth what is within yourself". In this course, you will learn the basic knowledge, skills, and values to educate yourself and others.” A dominant group in education may be a dominant group of educators or a dominant group in some way associated with education.

Hypotheses

 * 1) Accident hypothesis: dominant group is an accident of whatever processes are operating.
 * 2) Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.
 * 3) Association hypothesis: dominant group is associated in some way with the original research.
 * 4) Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.
 * 5) Control group hypothesis: there is a control group that can be used to study dominant group.
 * 6) Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.
 * 7) Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.
 * 8) Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.
 * 9) Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.
 * 10) Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.
 * 11) Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.
 * 12) Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.
 * 13) Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.
 * 14) Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.
 * 15) Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.
 * 16) Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.
 * 17) Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.
 * 18) Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.
 * 19) Purpose hypothesis: dominant group is written into articles by authors for a purpose.
 * 20) Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.
 * 21) Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.
 * 22) Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.
 * 23) It may be the case that only cultures in the northern hemisphere including those overlapping the equator into the northern hemisphere have synonyms for dominant group.

Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

Broader impacts
The broader impacts are "concerned with issues of education, infrastructure, diversity, and societal benefit."

Ideally, at least one advanced graduate student should be provided full support for several years to work on the project completing a doctoral dissertation using project data. Involve undergraduates and volunteers in field effort and subsequent analyses.

"Dominant group(s)", designated vaguely by the term, and the associated ideologies of exclusion, serve as apparent focused power structures that increase existing disparities in wealth and status, while marginalizing or disenfranchising "Others".

Research questions
Are dominant group and possibly some or all of its synonyms artifacts?

Is education the field of the two-word term dominant group?

What ethnic group originated the first use of a term that has been translated into English as dominant group?

Is there some fundamental ethnographic concept associated with dominant group?

What is the origin and first use of the term or its primordial concept and usage?

Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.

Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.

Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.

Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.

Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.

Def. "a social group that controls the value system and rewards in a particular society" is called a dominant group.

Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a relative synonym for dominant group.

Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.

Experimentations
To gather data, use "dominant group" in quotes and education as an additional search term to explore the internet using search engines listed under External links.

Educations
Def. "[t]he process or art of imparting knowledge, skill and judgment" is called education.

"A good teacher is essential for a good education".

Groups of educators can become a dominant group.

A dominant group in education may be a dominant group of resources, e.g., a particular grouping of music to which other music is compared.

A dominant group may be the object of education, either to be taught about or learned about.

Dominant groups associated with education usually seek to dominate education for their own ends rather than those of the students or educators.

Schools
"Having established that cultural/language differences between the dominant group and the schools, on the one hand, and the minorities, on the other, existed, and that the difficulties in social adjustment and academic performance experienced by minority children might be due to such cultural/language differences, anthropological research developed into a second stage. ... [S]ome minority groups do well in school even though they do not share the language and cultural backgrounds of the dominant group that are reflected in school features and practices."

"Bi-racial schools are rather an index of a total situation or set of mind in the dominant group."

"The reason for this inevitable inferiority is that the separate school is an instrument of policy in the hands of the dominant group."

"Negro schools, even more than white schools, are controlled by the dominant group, and have never been characterized by their courage in Cf. "TriumphI Or Fiasco ?", op. cit."

"In the United States, European American males are the dominant group and thus derive a psychological benefit in mixed [race, single sex] groups."

Botany
"In other words, those with significant cultural capital – intellectuals, artists, professors, etc. - were part of the field of power and exercised some level of domination within society (by controlling the processes of cultural reproduction and its contents), but they were, within the dominant group, dominated by those with more economic capital."

Chemistry
"A major problem for the increasingly dominant group of university teachers was how to combine — or even merge — their professional duties with their self-image as scientists."

Cultures
"In the social conflict theory, the struggle of dominated groups to change the conditions that oppress them and the attempts of the dominant groups to reproduce the conditions of their dominance are the key to understanding changes in the economy, in social relations, and in the culture."

Geography
"As the views, interests and preferences of the dominant group go, so go the form and content of education that are put in place."

Humanities
"The term 'humanities' includes, but is not limited to, the study and interpretation of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and theory of the arts; those aspects of social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life." --National Foundation on the Arts and the Humanities Act, 1965, as amended.

The Division of Research Programs for the National Endowment for the Humanities encourages research and writing in all areas of the humanities, including the study of history, literature, philosophy, religion, and foreign cultures. Through grants to individual scholars and institutions, the division fosters work that enables Americans to understand the world.

What aspects of education are considered to be part of the humanities?

"Consequently, an ordered list environment is imperative, because without it, members of the dominant group will begin to characterize the list as frivolous. These are the very people, however, whose presence in the discussion group draws new members."

"McLaren argued that study of the humanities harms the lower classes by negating the value of their experiences with works that affirm the viewpoints of the dominant group."

Languages
The mainstream "[o]ften refers to schools designed for members of the dominant group that do not meet the needs of linguistic minorities".

"They also do it by forcibly moving children from one group (indigenous or minority) to another group (the dominant group) through linguistic and cultural forced assimilation in schools."

"Textbooks and lessons focus on the language and culture of the dominant group."

"Teachers who come from the dominant language society may consider the learners “slow”."

“However, skepticism about the educational value of the Internet and technology generally should not imply that language educators should abandon the playing field to corporate or any other dominant group interests.”

Laws
"Unfortunately, performance [of law professors] is often hampered by negative feelings, which would be true for any group that had been saddled with centuries of oppression by the dominant group."

"Because the token is highly visible, she bears more performance pressure than members of the dominant group.8 The dynamics created by a skewed group context are exacerbated in the case of the African American female law professor."

"But, in Western societies, when litigation does take place, the plaintiff is unable to be heard because the regulation of the conflict takes place in the idiom of one party-the economically dominant group."

Medicine
"Perhaps more revealing would be to ask this group of molecular geneticists to describe Lamarckism versus Mendelism. ... These examples characterize a lack of integrative capability that exists in the contemporary and dominant group of gene specialists."

Music
"The word 'different' to refer to world music occurs 25 times within the 30 minute interview. The centre to which this 'difference' is compared however, is only implied. Moon (1992) notes that the dominant group, the seeming foundation to which all other styles are likened, is often a hidden and implicit construct, which functions to naturalise its position of power."

"Functionalism’s approach to the transmission of knowledge also supports the reproduction of the social status quo—in particular, of the knowledge, ideologies, and practices of dominant social groups that have a vested interest in preventing or minimizing change and, thus, of maintaining their advantages over other groups. ... These theories stress the problems (conflicts) associated with schools that serve mainly (or only) the purposes of dominant groups that have vested interests in maintaining social, economic, gender, and ethnic inequities. ... Viewed as a social practice, it is not a question of whose music, which musics (etc.) to teach, but of stressing the personal and social agency of music—in general and across various groups (dominant or not, in conflict or not). ... Teachers will not, as a result, presume to impose the music of a dominant group, nor will they seek to reproduce society (or music in society) in status quo terms. ... The question of “whose” music to teach recognizes music as social practice from the very first. It can refer to the musics of different ethnic groups in a multicultural community, or to the music imposed by dominant groups on the rest of society. Dominance (power) is not simply an economic or ‘class’ issue (although whose musics get government subsidy does highlight economic and class inequalities): it can involve the dominance of an ethnic majority, or the power (authority) granted to music teachers over their students and, thus, the power to impose one music or a narrow range of musics on students to the exclusion of others."

"Pierre Bourdieu and Jean-Claude Passeron (1977) have written extensively about how the relatively autonomous character of a school conceals its function as the most effective means for the cultural reproduction of the privileges of the dominant class. ... According to Young (1990) cultural imperialism involves the universalisation of a dominant group's experience and culture, and its establishment as the norm. Because the values and perspectives of dominant groups permeate cultural and institutional norms, members of oppressed groups have their lives interpreted through the lens of the dominant group, defined as ‘common sense’. Furthermore, oppressed groups often internalise the negative stereotypes to which their group is subjected (Baker, et al., 2004; Bell, 1997; Freire 1997a; 1997b). The focus of the music circles is on listening to what would be regarded by the dominant groups as the pinnacles of musical achievement, and to act as a culture study (Giroux, 1986). ... The procedure followed within these circles tries to change the meaning of those cultural products which express the dominant group's perspective on and interpretation of events and elements in society, including other groups in society, insofar as they attain cultural status at all (Young, 1990)."

Philosophy
“The dominant group in educational philosophy, if one is to judge by the lists of set texts and required readings at English-speaking universities, is the School of Philosophical Analysis represented by Richard S. Peters, Paul H. Hirst, and Michael Oakeshott, with their American contemporaries Israel Scheffler, William R. Perry, and others who are cited in Chapter 7. Deconstruction, Critical Theory and Post-Modernism figure in Chapters 10 and 12, with Scandinavian thinkers from Kierkegaard to Bohr in Chapter 11.”

Physics
"It seemed clear to me that academic physicists represented a 'dominant group'. Their values and interests shaped the traditional curriculum for school physics, and they had the power to control its content."

"Perhaps thirty years is not long enough for examiners to adapt their methods to the circumstance that professional physicists and not school teachers are now the dominant group in their classes."

"Professors of the MV Lomonosov Moscow State University make up the dominant group of authors."

Politics
"Esman asserts that regimes committed to the dominance of one communal group at the expense of another (or others) will "always use three methods of conflict management": 1) proscribe or closely control the political expression of collective interest among dominated groups, 2) prohibit entry by members of dominated groups into the dominant community, and 3) provide monopoly or preferential access for members of the dominant group to political participation, advanced education, economic opportunities, and symbols of status such as official language, the flag, national heroes, and holidays, which reinforce the political, economic, and psychic control of the dominant group."

"As I have argued at length elsewhere, the political Right in the United States has been very successful in mobilizing support against the educational system and its employees, often placing responsibility for the crisis in the economy on the schools. Thus, one of its major achievements has been to shift the blame for unemployment and underemployment, for the loss of economic competitiveness, and for the supposed breakdown of traditional values and standards in the family, education, and paid and unpaid work places from the economic, cultural, and social policies and effects of dominant groups to the school and other public agencies."

"As the views, interests and preferences of the dominant group go, so go the form and content of education that are put in place."

Theology
“Susanne Johnson has argued that theological education needs to embody an environment of hospitality which confronts the dominant group with the moral imperative to give hospitality to the stranger (1993, 343).”

Religions
"Through such tactics they propose to wring economic and political justice from the dominant group by striking at its most sensitive spot, its markets, and by shaming its Christian conscience."

Wikibooks
From Bilingual Education/Coercive Power and Language: "The civic perspective deals with the expansion of dynasties into new territories, hence, strengthening the boundaries of the states; the ethnic perspective refers to movement in which “leaders of a cultural and linguistic group aimed to provide the group with territory within which they would be the sole and dominant group” (p.46). It is not difficult to assume that in order to be the “sole and dominant group” these leaders would have to override other cultural and linguistic expressions if not by means of violence, then, by legal means, passing laws that could prohibit the practices of other languages."

Wikipedia
"A sociological minority is not necessarily a numerical minority — it may include any group that is subnormal with respect to a dominant group in terms of social status, education, employment, wealth and political power."

Wikiversity
In Feinburg, Walter (1998) Common schools uncummon identities. national unity and cultural difference.,
 * 1) "A second question is concerned with whether memories, interpretations and norms advanced through a common national identity can reflect the experiences of different groups rather than the dominant economic, racial, gender and social class groups.",
 * 2) "The multiculturalists disagree with the separation between cultural and public spheres and argues that the school culture tends to reflect that of the dominant group, while other cultures are marginalized into the private sphere – that, if the assymetry of power between different cultures are not taken into account and dealt with in school (21). ", and
 * 3) "This view is partly grounded on the belief that the nation-state, as the foundation of public education, is arbitrary and mainly a tool for dominant groups to remain in power (33)."

"Speaking in terms of dominance and subordination is another way of looking at the system of advantage in the society. According to Jean Baker Miller, dominant groups, holding authority and power, are the ones that set the parametres in which the subordinates operate, often leading to a situation where the subordinate group is labeled defective or substandard and the dominant group is seen as the norm of humanity (1997:23-24)."

"Connected with the dominant groups is the conception of power:

"For example, Blacks have historically been characterized as less intelligent	than Whites, and women have been viewed as less emotionally stable than	men. The dominating group assign roles to the subordinates that reflect 	the latter’s devalued status, reserving the most highly valued roles int the 	society for themselves. Subordinates are usually said to be innately incapable	of being able to perform the preferred roles. To the extent that the targeted	group internalizes the images that the dominant group reflects back to them	they may found it difficult to believe in their own ability."(p. 23)

For me this is an interesting issue to reflect upon in the educational system. Refusing school or refusing to learn can be about not belonging, not fitting in and eventually about giving up. “To agree to learn from a stranger who does not respect your integrity causes a major loss of self. The only alternative is to not-learn and reject their world.” (Tatum citing Herbert Kohl, p. 26)."

title: Dominant group/Education


text:
User:Kychot/Wikidata

=My own homepage on Wikidata (mirror)=

Hi, my real name is Petr Heřman, I live in Prague, Czech Republic, Europe. I'm very proud that I'm the wikidatian :-)

My really page on Meta is meta:User:Kychot <- it doesn't work yet It does: http://meta.wikimedia.org/wiki/User:Kychot My really page on WP is w:User:Kychot <- it doesn't work yet It does: http://en.wikipedia.org/wiki/User:Kychot

Where to find what should work and what not yet?

 * my working /diary is on this subpage
 * my /sandbox

title: User:Kychot/Wikidata


text:
User:Kychot/Wikidata/diary

= 2012 – My working diary =

2012-05-16 Wendesday

 * I found out that the project Wikidata exists yet!
 * I translated my own old concept of the Wikidata from the Czech Wikiversity http://cs.wikiversity.org/wiki/Wikidata to the English one http://en.wikiversity.org/wiki/Wikidata

2012-05-19 Saturday

 * My 1-st login on Wikidata – Demo repo

backup
All data here can be deleted at any time. So, how to make a backup for myself?
 * 1) The simplest way: Copy my pages on another project:
 * 2) * Special:Export

title: User:Kychot/Wikidata/diary


text:
Category:User diq

Users in this category indicate they have knowledge of language Zazaki.

title: Category:User diq


text:
Category:User diq-N

Users in this category indicate they have skill level N for language Zazaki.

title: Category:User diq-N


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Category:User az

Users in this category indicate they have knowledge of language Azerbaijani.

title: Category:User az


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Category:User az-3

Users in this category indicate they have skill level 3 for language Azerbaijani.

title: Category:User az-3


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Category:User tly

Users in this category indicate they have knowledge of language Толышә зывон.

title: Category:User tly


text:
Category:User tly-2

Users in this category indicate they have skill level 2 for language Толышә зывон.

title: Category:User tly-2


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Category:User gag

Users in this category indicate they have knowledge of language Gagauz.

title: Category:User gag


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Category:User gag-3

Users in this category indicate they have skill level 3 for language Gagauz.

title: Category:User gag-3


text:
Talk:Bible/King James/Documentary Hypothesis/Elohist source

Red titles
I see parts 35-38 with headings in red. How come? — Tonymec (talk) 22:00, 19 May 2012 (UTC)


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Poetry/Psychedelic Poetry

''It is the authors' belief that a psychedelic experience can be had without the use of mind-altering substances. This course does not in any way advocate the use of such substances by anyone.''

Psychedelic poetry is any combination of poetry with the psychedelic experience. Psychedelic poetry can be broken down into three forms:
 * Author-subject: Poetry written during a psychedelic experience, or about a psychedelic experience after the fact.
 * Reader-subject: Poetry intended to be read during a psychedelic experience.
 * Self-subject: Poetry wherein the poem itself is a psychedelic experience.

This kind of poetry, like all poetry, cannot be diagnosed based on the words of the author, due to the intentional fallacy. In order to determine whether poetry is psychedelic, it becomes necessary to conduct psychedelic criticism.

Topics

 * 1) Craft of the psychedelic poem
 * 2) Foundations for psychedelic criticism
 * 3) Writing psychedelic criticism

Projects

 * 1) Write a psychedelic poem. Because psychedelic poetry is in many ways a new field, it is very difficult to find public-domain psychedelic poems. Therefore your psychedelic poetry written here may be used as an example in this course.
 * 2) Write psychedelic criticism. Critique any poem for its psychedelic aspects.

title: Poetry/Psychedelic Poetry


text:
Poetry/Contemporary Poetry

Content summary
This course covers more contemporary poets (in our definition, a poet that was working into the last half of the 20th century and those working currently. The New York School will be included with this.

Poets

 * John Berryman
 * John Ashbery
 * Kenneth Koch
 * Frank O'Hara
 * Ocean Vuong
 * Cooper Esteban
 * Mandy Pannett
 * Usha Kishore
 * Joel Allegretti
 * Kristina Marie Darling
 * Felino A. Soriano

Questions/Suggestions?

Unit materials

 * Study guide:

title: Poetry/Contemporary Poetry


text:
User:Paulostical

I am an entity that believes God has made all things new. I am no longer expecting the Lord in anyway because I have come to the realization that He is always with me in His totality/fullness.

I believe everything God intended to do, He has now done and is now resting.

I love reading and the furtherance of Self, that is, advancement.

I really need to have a book published that centers on illuminating the mind of believers by the promulgation of the consciousness of presently living in all things made new.

I would rather that no man sees my worth/value based on paper qualification but on Who I am and Where I am

title: User:Paulostical


text:
User:Klortho

Chris Maloney, voldrani@gmail.com.

title: User:Klortho


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Talk:Observatories/Astronomy

Popularity - Astronomical observatories
Wikiversity:Statistics/2019/08
 * ranking. 126 Astronomical observatories

Wikiversity:Statistics/2019/07
 * ranking. 102 Astronomical observatories

Wikiversity:Statistics/2019/06
 * ranking. 55 Astronomical observatories

Wikiversity:Statistics/2019/05
 * ranking. 44 Astronomical observatories

Wikiversity:Statistics/2019/04
 * ranking. 36 Astronomical observatories

Wikiversity:Statistics/2019/03
 * ranking. 59 Astronomical observatories

Wikiversity:Statistics/2019/02
 * ranking. 56 Astronomical observatories

Wikiversity:Statistics/2019/01
 * 985. 200 Astronomical observatories

Popularity - Astronomy/Observatories
Wikiversity:Statistics/2019/08
 * ranking. 42 Astronomy/Observatories

Wikiversity:Statistics/2019/07
 * ranking. 46 Astronomy/Observatories

Wikiversity:Statistics/2019/06
 * ranking. 42 Astronomy/Observatories

Wikiversity:Statistics/2019/05
 * ranking. 33 Astronomy/Observatories

Wikiversity:Statistics/2019/04
 * ranking. 32 Astronomy/Observatories

Wikiversity:Statistics/2019/03
 * ranking. 49 Astronomy/Observatories

Wikiversity:Statistics/2019/02
 * ranking. 36 Astronomy/Observatories

Wikiversity:Statistics/2019/01
 * 327. 833 Astronomy/Observatories

Popularity - Observatories/Astronomy
Wikiversity:Statistics/2019/08
 * ranking. 151 Observatories/Astronomy

Wikiversity:Statistics/2019/07
 * ranking. 119 Observatories/Astronomy

Wikiversity:Statistics/2019/06
 * ranking. 125 Observatories/Astronomy

Wikiversity:Statistics/2019/05
 * ranking. 105 Observatories/Astronomy

Wikiversity:Statistics/2019/04
 * ranking. 118 Observatories/Astronomy

Wikiversity:Statistics/2019/03
 * 768. 269 Observatories/Astronomy

Wikiversity:Statistics/2019/02
 * 958. 208 Observatories/Astronomy

Wikiversity:Statistics/2019/01
 * 327. 296 Observatories/Astronomy

title: Talk:Observatories/Astronomy


text:
Talk:Solar System, technical/Classical planets

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://olympus.umh.ac.be/articles/5/Petitehistobs.pdf
 * In Classical planets on 2012-05-13 07:37:49, 404 Not Found
 * In Classical planets on 2012-05-20 07:37:53, 404 Not Found

--Mu301Bot (talk) 07:38, 20 May 2012 (UTC)
 * Dead link deleted. --Marshallsumter (talk) 17:51, 20 May 2012 (UTC)

Dead link 2
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.webcitation.org/62DnlspZi
 * In Classical planets on 2012-05-27 07:38:51, Socket Error: 'node name or service name not known'
 * In Classical planets on 2012-06-03 07:39:06, Socket Error: 'node name or service name not known'

--Mu301Bot (talk) 07:39, 3 June 2012 (UTC)
 * Link is fine. Bot is not. --Marshallsumter (talk) 15:51, 3 June 2012 (UTC)

Dead link 3
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.webcitation.org/616WGHGw2
 * In Classical planets on 2012-05-27 07:38:51, Socket Error: 'node name or service name not known'
 * In Classical planets on 2012-06-03 07:39:07, Socket Error: 'node name or service name not known'

--Mu301Bot (talk) 07:39, 3 June 2012 (UTC)
 * Link is fine. Bot is not. --Marshallsumter (talk) 15:55, 3 June 2012 (UTC)

Split up article
This article ought to be split up, since it is too long, IMO. SelfieCity (discuss • contribs) 23:04, 19 July 2019 (UTC)

 * Agreed. It is too long and titled incorrectly. Why don't you instead start with Planets and create a resource useful to all. -- Dave Braunschweig (discuss • contribs) 13:50, 20 July 2019 (UTC)
 * Okay, I'll work on it. SelfieCity (discuss • contribs) 16:02, 20 July 2019 (UTC)
 * Do you want me to use the content from this article or write my own new learning resource? SelfieCity (discuss • contribs) 16:10, 20 July 2019 (UTC)
 * That's up to you. Think about the audience you want to reach and what content would be meaningful to them. -- Dave Braunschweig (discuss • contribs) 19:18, 20 July 2019 (UTC)
 * OK, thanks! SelfieCity (discuss • contribs) 20:54, 20 July 2019 (UTC)


text:
Talk:Radiation astronomy/First X-ray source in Andromeda

Dead link
During several automated bot runs the following external link was found to be unavailable. Please check if the link is in fact down and fix or remove it in that case!

 * http://www.sciencedirect.com/science/article/pii/S0140673605670985
 * In First X-ray source in Andromeda on 2012-05-13 07:38:29, HTTP Redirect Loop: ->  ->  ->  ->
 * In Astronomical observatories on 2012-05-20 07:37:51, HTTP Redirect Loop: ->  ->  ->  ->

--Mu301Bot (talk) 07:39, 20 May 2012 (UTC)
 * Link is okay. Bot has trouble with science direct abstract links. --Marshallsumter (talk) 18:00, 20 May 2012 (UTC)


text:
Eight or nine wise words about letter-writing

Eight or Nine Wise Words About Letter-Writing is a pamphlet issued by Lewis Carroll in 1890 to accompany his Wonderland Postage-Case. As its name suggests, it gives advice on how to write letters, much of which is still very relevant. Im very brief summary, his points include:

 * When answering a letter, start by reading that letter.
 * Ensure that you have the right address to reply to.
 * Address and stamp the envelope before you start writing the letter.
 * Put your own address and the date in full at the top.
 * Write legibly, especially unusual proper names.
 * Begin by replying to your correspondent's points before you make fresh ones.
 * If you write that you enclose something, find that thing and put it in the envelope immediately.
 * When you have written a stinging letter, put it aside, read it again the next day and see if it should be toned down.
 * Use the postscript as a tool to make some things seem less important.


text: Template:NP VP NP

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This displays a grammatical breakdown of a noun phrase followed by a verb phrase followed by a noun phrase when the reader clicks on the sentence. It uses a collapsible wikitable.

This template is intended for use on resources for learners of English as a second or foreign language.

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