text:
School talk:Physics and Astronomy

Physics vs. Physics and Astronomy
Category:Phyiscs and  Category:Astronomy should be combined into one.--Hillgentleman|User talk:hillgentleman 04:02, 23 November 2006 (UTC)
 * Disagree. While this is the best place for astronomy to go, it isn't really a core part of physics nor on the same scale of importance. You don't need to know anything whatsoever about astronomy to be a good physicist; but you definitely need a fair grounding in physics to be a good astronomer. I'd call it a subdivision. Sojourner001 12:48, 28 November 2006 (UTC)

I completely agree with Sojourner001. Physics is a very large and complex subject in itself, and shouldn't be combined with Astronomy. A subdivision would be best; or maybe a devision of celestial sciences.Alisone 22:55, 16 February 2007 (UTC)

Most astronomy departments are in fact combined with physics simply because astronomy cannot be studied without physics at university level. (Only amateur astronomy can be separated, but we are forming a university) A person looking for astronomy will know to look in the Physics and Astronomy department by its title. However, if astronomy is separated off then we will need a huge duplication of courses covering gravitation, electromagnetism, relativity etc...all of which are ESSENTIAL for a good understanding of astronomy. Major universities combine astronomy with physics for good reason. I am therefore strongly in favor of keeping them together. 10:44, 17 February 2007 (UTC)

I agree. Its no good having astronomy on its own. Having studied astronomy I know that physics has got to be the major part of it. I think Wikiversity has done the right thing already. Astrophysicist February 19, 2007 9.30 UTC

Perhaps they should be separated. Having them together may have the effect of making Wikiversity less dynamic and flexible. --Remi 21:37, 30 March 2007 (UTC)

 * I took the liberty of recombining them. I think the line between physics and astronomy is so blurred that dividing the courses would make it harder to access the desired information.  Let me know what you think. Ryan 16:42, 6 September 2007 (UTC)

Departments
I think there is a tendency to make redundant departments, so I went through and got rid of most of the "nit-picky" ones and replaced them with what are considered primary divisions within physics. If you think I missed one that can't be classified under one of the ones listed, or that one should be classified as a subfield, please explain. Ryan 16:49, 6 September 2007 (UTC)

 * I think there are still too many redundant departments. Most of which should be classes/courses within a department as opposed to being a deparment themself. I'd suggest:

--Augustus 01:50, 3 November 2007 (UTC)
 * scrapping Fluid Dynamics as a department, it should be a course.
 * Quantum / Relativistic physics are courses not departments (imo), they are fundamental to most departments but not a department in and of themself.
 * Atomic & Molecular, Polymer physics, Material physics should be placed under Condensed Matter which could (contentiously, for simplicity) be combined with Chemical Physics into one department: namely Condensed Matter.
 * Optics could possibly be combined with Laser physics to become a more coherent and singular Optics department.
 * currently undecided as to whether having a computational physics department is necessary, as computational methods are supplementary to the rest of physics and (perhaps) do not constitute a department in and of itself.
 * Feel free to change things as you described above. Wikiversity "departments" can be content development projects, like Wikipedia "wikiprojects". Here when Wikiversity is just starting out it is not clear how many different content development projects are needed. Different people have different views on this but it is not really worth getting into any fights over. If someone is actively using a topic page to help plan and organize learning resources for a specific subject area, then that is fine. If there are multiple "departments" that are not active, then it is probably fine to consolidate some of them. For many traditional subject areas like physics there was a departmental structure created on the old Wikiversity pages at Wikibooks, often before there was any actual educational content.....kind of a "dream for the future" or "wish list". --JWSchmidt 03:07, 3 November 2007 (UTC)
 * Done as I suggested. Fluid Dynamics should be a lesson within Condensed Matter. I've subjugated a lot of the previous departments into sub-departments or topics of Condensed Matter, which means the Condensed Matter area will be rather large but that I believe it is the natural home for a lot of everyday/macroscopic physics. Quantum physics is the domain of Particle and Nuclear. Special relativity is relevant to all of physics while General relativity should fall under the domain of Astro. I'd also like to co-ordinate a merge of Astronomy and Astrophysics into one dept: namely Astronomy & Astrophysics dept. (Depts can be made depts in their own right at a later date if truly necessarily, ie when course material actually exists) --Augustus 16:30, 3 November 2007 (UTC)

People
What is the purpose of the People section? Perhaps it would be better to move that to the talk page. Ryan 17:34, 6 September 2007 (UTC)

Physics resources
Hi, I thought it might be useful for people interested in developing Wikiversity resources on Physics to take a look at these resources from Curriki. They are under a free licence (CC-BY 2.5), but I'm not suggesting we import them, rather we look at them to see what we might learn from their approach. Cheers. Cormaggio beep 18:04, 31 January 2007 (UTC)

http://www.westga.edu/~jhasbun/osp/osp.htm This link has some java applets demonstrating various features of physics numerically. It might be useful if the link were placed in proper places around the physics, quantum chemistry and advanced engineering material. The author calls his stuff "Open Source Physics" so he might be interested allowing the incorporation of specific links, parameters and/or applets into interactive lesson plans. Mirwin 05:00, 30 October 2006 (UTC)

Acceptable content
Hey I am not the versed on what is acceptable material to take from other websites but I was wondering if any of you have thought of using the following site for theses courses:

http://ocw.mit.edu/index.html

This site contains MITs courses, complete w/ syllabus, video, lecture notes, and problems with solutions.

Can we use this?

 * Short answer: No; Long Answer: The MET OpenCourseWare is licenced under Creative Commons Attribution-NonCommercial-ShareAlike 2.5, which (as the name suggests) forbids commercial reuse, which makes it incompatible with Wikiversity (which uses the GFDL - which allows commercial reuse) See also Gratis versus Libre Michael Billington (talk • contribs) 11:35, 17 February 2007 (UTC)

Mathematics
To avoid duplication across wikiversity, some course should be used from other departments. Collaboration with the Math department should speed up work on expanding the physics school more rapidly. 10:45 17 February 2007 (UTC)

 * Strong support --Remi 21:37, 30 March 2007 (UTC)

 * I think we should also draw in courses from chemistry and biology, where they overlap with chemical and biological physics. Ryan 16:42, 6 September 2007 (UTC)

 * I agree with the above users. Don't duplicate the information. Write once, link many. --Augustus 01:34, 3 November 2007 (UTC)

 * Shouldn't ordinary differential equations be here? - Nate (unregistered)

Optics?
Firstly, I apologize if this is the wrong place for this question. Please redirect me if so. I cannot seem to find Optics anywhere in the wikiversity. Is this because I am bad at searching, or because it does not exist yet? Neither can I seem to find a place for applied physics. Myself, I'm slighly computer illiterate, so I can only offer help in contributing material to such a place (I have a M Sc in Engineering Physics (Optics and biomedical physics), and am currently working on a PhD in Biomedical Physics), and have taught (am teaching) basic wave theory and optics at a university level (in Sweden). Osquar F 07:57, 10 November 2006 (UTC)

 * This is a late comment but, yes, optics should reside within the department of physics. Augustus 18:05, 16 July 2008 (UTC)

misnamed page
The page Category:General relativity looks like it should be renamed either to mainspace or perhaps in topic: space.--mikeu 22:07, 12 December 2007 (UTC)

 * GR should be a topic within Astrophysics (this page exists), not a category in its own right. That is a nice page with good info but rather out of place to be sitting on its own, it covers many topics that should find themselves placed into several different lessons. I certainly wouldn't throw the Riemann tensor at a new student on day one. The current GR topic page is rather bare (sadly). Augustus 01:15, 31 January 2008 (UTC)

astronomy: school or topic
It looks like someone has changed School:Astronomy from a redirect to Topic:Astronomy into a coordination page. Is there really a need for both? Because there are so few editors working on astronomy related pages I feel that it is better to keep things simple and have one central place to coordinate our efforts. I really don't care if we use a page in school or topic namespace. I'm going to hold off on merging the two until I see some agreement here on which page to use for astronomy.--mikeu 23:34, 12 December 2007 (UTC)

 * I agree with you about not separating Astronomy into both a School and a Topic. I belive it should be under the School of Physics (joint school). However, I still maintain that Astronomy and Astrophysics should probably be on the same topic page.

 * Too many sub-topics on the current Astronomy topic page are 1) redundant and 2) heavily physics based. Could we just merge Astronomy with Astrophysics, kill the redundant place markers (courses/topics) and include a set of pre-university topics/lessons?  Well, I know we could but I'm wondering if you or anyone else would agree with that line of logic. :-) Augustus 01:15, 31 January 2008 (UTC)

 * Regarding subtopics: I already tried a rewrite of the astronomy page where I moved the "course list" to a subpage in an effort to steamline the page to make it easier to find where to start.  But the listing of nonexistant courses crept back in.  The main point of School and Topic pages is to act a place where editors can coordinate efforts.  But many who have edited Topic:Astronomy have spent most of their time just writing a long list of courses to be offered (presumably, by someone else.)  At this point I mostly ignore that whole section of the page and have just been watching to see if anyone would edit the talk page.  I also no longer worry too much about high level organization.  I do agree with what you described.  I'll go ahead and merge the School:Astronomy text into Topic:Astronomy and protect the School page from editing so it can't be edited.  There is no sense in having our coordination efforts spread out so much.  A merge astronomy and astrophysics sounds fine.  We can alway split them after we get a larger number of people interested in just one topic or the other.  --mikeu talk 01:36, 31 January 2008 (UTC)

stubs
There is now a Category:Physics and Astronomy stubs. --mikeu 03:25, 20 December 2007 (UTC)

Active learning projects?
Forgive me if this is in the wrong place, but are there any active learning projects going on here that I could join? Or: How should I start using the resources in this school? Tzie 18:57, 24 January 2008 (UTC)
 * Hello Tzie, I am not a regular visitor here, but anyways.
 * At the moment there is e.g. this learning project initiated: SkyCam. Perhaps you want to join ?
 * How to use the resources ? Well, that depends mostly on you. One way could be: read the courses offered which you have interest in and if you want to add something: be bold. Or just write on the talk pages. On every page you can look at the "version history" to see if there was recently a contribution - and if so, you could communicate with one of the contributors. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 19:32, 24 January 2008 (UTC)

Course ordering/difficulty
I think the courses can be better organized. I'm assuming level 1 = introductory 1st year material, level 2 = intermediate material, level 3 = graduate level material.

Level 1 "atomic structure and electromagnetic radiation" does not mention electromagnetic radiation, and is too specialized a subset of atomic physics.

The "Electromagnetism" in level 2 belongs here. A level 2 E&M course should include more topics, such as vector potentials and gauge transformations.

Level 2 Stat mech belongs here.

It might be a good idea to simply open a university catalogue of classes and follow their lead. Pierrecurie 13:03, 13 May 2008 (UTC)

 * It is hard to pick an ordering system for the material that will be natural to all people. As far as I am aware the US has a 4 year undergraduate program, as does Scotland but not England (3 year undergraduate program). If you do a masters in the UK then you add only 1 additional year (US = 2 years for masters?). Part of the difference in the UK is that in Scotland, the first year repeats much of the advanced maths and physics topics of high school. It provides greater detail and adds extra topics: I've assumed (for now) that the equivalent section here is the pre-university level. Essentially each topic requires a lengthy discussion of what is needed, for example I'd advocate for level 2 EM to touch on vector potentials but leave gauge problems for level 3. Also, I know it is possible to study General Relativity in an undergraduate degree on either side of the Atlantic yet we have it listed as a postgraduate course here on Wikiversity.

Augustus 17:56, 15 July 2008 (UTC)

 * Further to my point above, I think we need more organization within this department before we write course material. People are (rightly so) enthusiastic about writing course material but without any plan this is a waste of time. It must be clear what material we need to include before we write it. Course material should not appear on a topic page, actual material should appear on a sub-page as a lecture (or equivalent), eg department (physics) > sub-department (astro) > topic (cosmology) > lecture (observations). Augustus 18:11, 16 July 2008 (UTC)

Good work on re-ordering the list of courses. It looks very neat now. Augustus 19:52, 19 November 2008 (UTC)

Improvement drive
This section needs to be axed. At the moment it is very wishful thinking and is asking contributors to direct too much attention into unnecessary topics. Core topics should be the prime consideration; furthermore, I don't condone creating another page for General Relativity. It must be the third or fourth attempt at creating a new page without anyone actually trying to improve an existing page. This is frustrating as it highlights why the physics pages are taking a long time to go anywhere: everyone is pulling in a different direction.

Although I admit there IS a need for an improvement and having a list of topics is necessary, my opinion would be to take it off the front page and put it here on the discussion page. Plus I'd suggest focusing on core topics: eg magnetism / light and optics. While String theory and the History of Cesium might be interesting they are far from necessary to an undergraduate course.

Here is the code from the front page:

These pages are in need of expansion and improvement:

 category = Physics category = Stub pages order = ascending ordermethod = lastedit count = 10

/rant Augustus 19:58, 19 November 2008 (UTC)

 * I was wrong about the additional GR page in my comment above, I see that it is a sub-section of GR and NOT a new topic. Although I still stand by the rest of my comment about pulling in different directions. Augustus 20:17, 19 November 2008 (UTC)

 * That section is a dynamicaly generated list of pages that have been classified as "stub pages" which were created but have not been edited in a long time. The idea was to flag pages that have been neglected.  I'm fine with having the whole section removed.  But, it might be handy to have a subpage that lists these stubs based on criteria like this to identify pages that are in need of work.  --mikeu talk 14:01, 20 November 2008 (UTC)

 * I'd vote for having it on a subpage but linked from an obvious place. Maybe I'm being too nitpicky about having a clean frontpage, I think it looks more inviting and nicer. Unfortunately many pages are neglected. Physics is a hard topic to write about and do it well. If our wording is not concise then people will become confused. I see that as one of the main reasons why there is little content, that plus the fact that physics is such a huge and all encompassing subject. I'm still hoping (wishfully) to contribute on the astro side of things, I've been compiling some notes recently that will help in that respect. Augustus 20:23, 20 November 2008 (UTC)

relatively confused relativity pages
i'm going to try to do some tidying up regarding the various relativity pages. For a start, Topics says that Topic:Special_Relativity should be something like a disambiguation page, not an introduction and motivation for the subject. Boud 08:17, 21 June 2011 (UTC)

incorrect use of wikiversity terminology
Before trying to tidy relativity pages, i'll first try to tidy up this School:Physics and Astronomy page. Help:Resource_types clearly says that a "course" is a specific low-level unit, not a higher-level page. Boud 10:43, 21 June 2011 (UTC)

See Help:Resource types for a guide to the existing resource types, and Help:Resources by type for templates to put on individual pages. Boud (talk) 13:13, 18 June 2012 (UTC)

TODO

 * On this School:Physics and Astronomy page, links to "Study guides" need to be cleaned up to Topic: namespace links if they exist or if someone wishes to create them, or to the specific courses (many cases more or less MIT courses) or (sometimes) lectures. Boud (talk) 13:13, 18 June 2012 (UTC)

Dead link

 * http://oyc.yale.edu/physics/fundamentals-of-physics/content/class-sessions
 * In School:Physics and Astronomy on 2012-02-19 08:39:47, 404 Not Found
 * In School:Physics and Astronomy on 2012-02-26 08:38:56, 404 Not Found
 * In School:Physics and Astronomy on 2012-03-04 08:39:20, 404 Not Found

--Mu301Bot (talk) 08:39, 4 March 2012 (UTC)
 * Link redirects to new html in about 10 s. Marshallsumter (talk) 17:01, 4 March 2012 (UTC)

Dead link 2

 * http://www.atto.fysik.lth.se/
 * In School:Physics and Astronomy on 2012-03-25 07:40:09, Socket Error: 'Connection reset by peer'
 * In School:Physics and Astronomy on 2012-04-01 07:39:53, Socket Error: 'Connection reset by peer'
 * In School:Physics and Astronomy on 2012-04-08 07:38:39, Socket Error: 'Connection reset by peer'

--Mu301Bot (talk) 07:38, 8 April 2012 (UTC)
 * Dead link deleted. --Marshallsumter (talk) 15:53, 8 April 2012 (UTC)

Space - Movement - Matter and Relativity of Time

Hello, I'm Javier Moreno, I study Geophysics in Venezuela, and I have a critic for Einstein Theory of Relativity of time, The theory can't be true because if it were, perception of movement and coincidence of events wouldn't be possible.I also think movement is only possible if it is generated by life because the absolute union of all the parts of space is a fundamental property of the space, or in other words space can't have holes, I think that in our description of reality we can never violate those fundaments, The great fact here is that even with this absolute union, movement is possible, and that is a irrefutable visual proof of the existence of at least one Life form who generate matter and movement or in other words God. Other indication is that the only possible thing that really connect with the totallity of every smaller part of space is Life itself, Vision and counciousness without a doubt, that's why we can see infinitte smaller points that form our vision and we can't avoid that fundament neither in every description we do, I hope we can undertand this for the really advance of physics and science. Movement became a injectivity of counciousness over space. Thank you for you attention, I wait for your answers.

--Javier José Moreno Tovar18 (discuss • contribs) 22:41, 3 March 2017 (UTC)

Reviving the Portal
Hi all. This portal seems to be long abandoned. If anyone out there is interested in reviving this page, do not hesitate to contact me on my discussion page.

Thank you,

Andreas

title: School talk:Physics and Astronomy


text:
Stephen Hillier

Air Chief Marshal Sir Stephen John Hillier, (born 1962) is a retired senior Royal Air Force officer, who served as Chief of the Air Staff from 2016 to 2019. He was awarded the Distinguished Flying Cross for actions in the Gulf in 1999 and was awarded the United States Bronze Star Medal for service in the Iraq War. He went on to be Air Officer Commanding No. 2 Group, Director Information Superiority at the Ministry of Defence, Deputy Chief of the Defence Staff (Capability) and finally Chief of the Air Staff from July 2016. He was appointed chair of the Civil Aviation Authority in 2020.

Early life and education
Hillier was born in Kilmarnock, Ayrshire, Scotland, the son of Victor and Ann Hillier, and grew up in nearby Bellfield. During the Second World War, his father was an aircraftman in the Royal Air Force, and was a wireless operator in a mobile signals unit in Burma and India. He was educated at Kilmarnock Academy and as a youth earned a private pilot's licence through the Air Training Corps flying scholarship scheme.

During his military career, he studied social sciences with the Open University, graduating with a Bachelor of Arts (BA) degree in 1998. He undertook a Master of Arts (MA) degree in defence studies at King's College, London, graduating in 1999.

RAF career
Hillier was commissioned as an acting pilot officer on 6 November 1980, and regraded to pilot officer (after Initial Officer Training) on 6 November 1981. He was promoted to flying officer on 6 November 1982. He was a pilot – flying the Tornado aircraft – and served in the 1991 Gulf War. He was promoted to squadron leader on 1 July 1991 and wing commander on 1 July 1996, and was awarded the Distinguished Flying Cross for his actions commanding II (AC) Squadron in the Gulf during Operation Southern Watch on 29 October 1999.

Promoted to group captain on 1 July 2000, Hillier became station commander at RAF Lossiemouth. He then served in the Iraq War, where he commanded the Tornado Detachment with aircraft supplied from No. 2, 12 and 617 Squadrons. For this, he was awarded the US Bronze Star Medal on 31 October 2003. He was also appointed Commander of the Order of the British Empire (CBE) in the 2005 New Year Honours, just prior to his promotion to air commodore on 1 January 2005 of that year.

Hillier served as Head of Theatre Airspace Capability in the Ministry of Defence prior to his promotion to air vice marshal and appointment as Air Officer Commanding No. 2 Group in September 2008. In October 2010 he returned to the Ministry of Defence as Director Information Superiority and in June 2012 he was promoted to air marshal and appointed Deputy Chief of the Defence Staff (Capability). He managed the UK's Carrier Enabled Power Projection Programme, encompassing the aircraft carrier, F35B Lightning II and Merlin Helicopter programmes. Hillier became Air Aide-de-Camp (ADC) to Queen Elizabeth II and succeeded Air Chief Marshal Sir Andrew Pulford as Chief of the Air Staff on 12 July 2016.

Hillier was appointed Knight Commander of the Order of the Bath (KCB) in the 2014 New Year Honours, and Knight Grand Cross of the Order of the Bath (GCB) in the 2020 Birthday Honours.

Later life
Hillier has been a trustee of Veterans Aid since October 2019. In June 2020, he was nominated to be chair of the Civil Aviation Authority. He took up the appointment on 1 August 2020. Since 2021, he has also been an honorary professor in the University of Birmingham's School of Government.

Personal life
In 1984, Hillier married Elaine Margaret Burns in Kilmarnock. Sir Stephen and Lady Hillier have two adult children, Rebecca and Alexander.

source: wikimedia

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

title: Stephen Hillier


text:
GENtle/Databases

The GENtle database management dialog is where sequences are stored and retrieved. DNA and amino acid sequences, primers, alignments, and projects all go to databases, which can be local (for one computer only) or shared (used by the whole work group, institute, etc.).

Management
The "Management" tab can be reached through the File menu, the Tools/Manage database menu, the Ctrl-O and Ctrl-S keys ("open" and "save", respectively), or the appropriate buttons in the toolbar. The tab consists of two or three parts:

Filter
The filter section allows to filter the database entries so the list(s) below show only the matching entries.

The filter text box limits the shown sequences to those whose name (or description or sequence, depending on the checkboxes) contain that text. Multiple search words are separated by a space (" ") and work as a logical AND. Thus, entering "pgex igf" in the filter text box shows only those sequences whose name (or description) contain both the word "pgex" and "igf". The search in not case-sensitive, so searching for "igf" or "IGF" will make no difference.

The checkboxes on the right limit the display to any combination of DNA, protein (amino acid sequences), and primers. If non of these is selected, all types of entries are shown, including alignments. As already described, search for text can be extended beyond the sequence name to description and the sequence itself through two other checkboxes, where description search is enabled as default.

Lists
One or two lists are shown, depending on the appropriate checkbox above the left list. The database(s) to search/display can be selected via the drop-down box(es). One list with full width is good for an overview of a single database, whereas two lists are needed for moving and copying entries between databases; also, a search will be run on both databases simultaneously.

Entries will be sorted alphabetically. Every entry has a small icon associated with its type. There are icons for DNA, amino acid sequences, primers, and alignments. There is also a project icon, but these will only be shown when opening/saving a project.

A single entry can be selected by clicking with the left mouse button. When opening a file, a double click or pressing RETURN on a selected entry will open it. Multiple entries can be selected by dragging a rectangle with the mouse, or by holding down the SHIFT and/or CTRL keys. A multiple selection can be opened via RETURN.

Grabbing selected entries with the left mouse button and dragging them into the other list will move these entries to that database. To copy these entries, hold down the CTRL key when releasing the left mouse button over the target list.

Selected entries can be opened, renamed, and deleted via their context menu.

Save
If you save an entry to a database, there will be an additional line below the lists. It consists of a drop-down box with the database to save the entry to, and a text box for the name. The name of the database is remembered if you originally opened that entry from a database, otherwise the standard database is the default.

Saving an entry to a database where an entry with that name already exists will lead to the following:
 * If the sequence of the entry in the database is exactly the same as the sequence of the entry you're trying to save, a message box will ask you if you really want to overwrite that entry.
 * If the sequence of the entry in the database differs from the sequence of the entry you're trying to save, a message box will tell you that this action was prevented. This will avoid accidental overwriting of an entry with a different sequence. If you are very certain you want to replace that entry, you will have to delete the entry in the database manually via the context menu, as described above.

Databases
Currently, GENtle supports sqlite and MySQL databases, both of them freely available. Each has different advantages and disadvantages, though both are integrated seamlessly into GENtle. Once set up, all functions are available on all databases, no matter the type.

The "Databases" tab keeps a list of all the databases that can be accessed. New databases can be created, and existing can be added to or removed from that list. The exception is the local database, which is essential for the functioning of GENtle and therefore can not be removed. Removal of a database will not delete the database itself, only the entry in the list.

One of the databases in the list is the default database. The default database can be set by selecting its entry in the list, then clicking the As Default button. The default database can carry shared enzyme groups.

Sqlite
Sqlite is already integrated in GENtle, so no separate installation or setup of any kind is required. A sqlite database consists of a single file with the ending ".db". For each GENtle installation, a database ("local.db") is automatically created. New sqlite databases can be created, or existing ones added to GENtle, on the "Databases" tab in the dialog. To take such a database with you (e.g., for use at home or on a laptop), just copy the ".db" file. While sqlite databases are easy to set up and maintain, sharing them across a network tends to be slow, depending on the size of the database.

MySQL
MySQL is a professional client/server database system that will reliably store and serve millions of entries. It is ideal for shared databases, as even a huge number of stored sequences will not slow it down significantly, even across a network. Hovever, there are some steps required to use MySQL databases with GENtle: Once the MySQL setup is complete, MySQL databases can be created (by one) and added to all the GENtle clients that should have access.
 * A "server" computer on your network, that is, a computer that is running most of the time, and preferably is not used for direct work. If the server is not running, or disconnected from the network, no one will be able to access the MySQL database and the sequences stored in it!
 * The MySQL server software (4.1 works fine, other versions will likely do as well), which available for free here.
 * Someone to configure the MySQL server (not as complicated as it sounds)

title: GENtle/Databases


text:
Talk:Gallium phosphide

OK,sorry, it's indirect. I looked at the reference: http://www.ioffe.rssi.ru/SVA/NSM/Semicond/GaP/Figs/521.gif So hard for me to believe, with GaAs, GaN, and GaSb being direct. But true. And not as drastically indirect as silicon, so can have sharper absorption edge than Si. jimswen 10:23, 10 March 2007 (UTC)

I'm sure GaP has a direct bandgap, not indirect. It's like GaAs. That's why it's used for LED's. And it has a sharp-cutoff "blue-blocker" clear orange color in polished optical-grade single-crystals. jimswen 10:32, 8 March 2007 (UTC)

GaP has lattice constant of 0.54505nm which is close to silicon 0.5431nm. Thus GaP:N might lead to improved Si-based multi-junction solar cells.

I removed the phrase: "It is an intrinsic semiconductor of n-type." This makes no sense. Intrinsic semiconductors are by definition neither p- nor n- type. Probably the author meant that unintentionally doped GaP grows with extrinsic n-doping from impurities, but that's certainly not what they said. Cm the p 18:21, 17 October 2006 (UTC)

higher: index or dispersion?
I find the 2nd clause of this sentence iffy: "Its refractive index varies between ~3.2 and 5.0 across the visible range, which is higher than in most other semiconducting materials.[3]". Is {3.2-5} a higher index than most other semiconductors? Not so sure. Or is it the change in index, aka 'dispersion', that is higher. All semiconductors have index increasing as photon energy increases to approach the bandgap energy. Thus, high dispersion would be due to mere coincidence that GaP's bandgap falls in the human-visible range. jimswen (talk) 22:04, 26 July 2021 (UTC)

title: Talk:Gallium phosphide


text:
Joan of Arc Kissing the Sword of Deliverance

Joan of Arc Kissing the Sword of Deliverance is a 1863 painting by the English artist Dante Gabriel Rossetti. It was bought for the Strasbourg Museum of Modern and Contemporary Art (MAMCS) at the Piccadilly Gallery in 1996, as the first Rossetti painting ever bought by a French museum. Its inventory number is 55.996.8.1.

The model for the painting has a noticeably big chin and strong neck. She may have been a Mrs. Beyer from Germany, or an acquaintance of Rossetti's named Agnes Manetti. The painting is on permanent loan from the MAMCS to the Musée des Beaux-Arts in Palais Rohan.


text:
Storyboard Artwork Project

To see the completed stamps, go to Storyboard Artwork Project/Stamps.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" This Filmmaking lesson develops free educational materials for schools as part of Wikiversity's SchoolForge Project
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The Storyboard Artwork Project

 * In this project, you create educational materials for schools. If you like to draw human figures or if you have Poser or DAZ Studio, you can join.

 * The artwork that you will create in this project turns Tux Paint into a storyboarding program. The artwork is a human figure viewed from many angles. Once you have drawn the artwork, you mask the figures so they can be used as "stamps" in Tux Paint for kids to create storyboards for motion pictures.

 * These special stamps allow Tux Paint to work like a simple version of Storyboard Quick and Storyboard Artist.

 * Hopefully, this project teaches you everything you need to know to create storyboarding stamps for Tux Paint. If you need more information, please contact the co-ordinator for this project.  The co-ordinator for this project is Robert Elliott.  To email me, you simply @undefined.  [[Image:Crystal Clear app xfmail.png|24px]]

We need you to create illustrations of people from multiple angles. We need both photo realistic images and hand drawings.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:98%" A free and wonderful drawing program
 * style="width:40%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="3"|

Tux Paint
Tux Paint is a fun drawing program for kids. It allows kids to add pictures called "Stamps" to their artwork.

Storyboard Quick and Storyboard Artist also uses stamps to draw storyboards but unlike Tux Paint, these programs are not free.

These special stamps are pictures of people in various poses. Storyboard Quick uses hand drawn pictures of people while Storyboard Artist uses pictures from Poser.

Anyone who likes to draw figures or is learning to use Poser or DAZ Studio can participate. All they have to do is create poses of people in various positions. I will show you how!

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

2D Human Figures
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

We need artists who can draw human figures from many different angles. If you are interested, you can practice by drawing the same figure from 3 or more angles. This can be stick figures, realistic artwork, or cartoon art. We need them all.
 * Hand drawn artwork

 * ArtRage Free
 * ArtRage 2
 * Painter
 * Photoshop, etc.
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

3D Human Figures
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

We need artist who can render 3D human figures from many angles. If you are interested in learning to use 3D programs, you can practice by drawing the same figure from 5 or more angles.
 * 3D art programs

 * DAZ Studio
 * Poser
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Blank Storyboard Frames
 * style="width:60%; vertical-align:top; border:1px solid #abd5f5; background-color:#f1f5fc;" |

Once the artwork is created and masked, we need a storyboard worksheet in Tux Paint ready for children to be painting on. These sheets can be done with :
 * Storyboard work sheet for Tux Paint

 * Adobe Photoshop
 * Adobe Illustrator
 * Freehand

 * }

title: Storyboard Artwork Project


text:
Canadian Constitutional Law/Charter of Rights and Freedoms

Introduction
Up until 1982, the previous section covered just about all of Canadian constitutional law. In just over two decades, the Constitution Act, 1982 has had a predictably enormous impact on constitutional law. The most important section of the Constitution Act, 1982, both for the legal community and for the general population, has been the Canadian Charter of Rights and Freedoms ("Charter"). The Supreme Court of Canada has spent most of the past twenty years interpreting the Charter, and in so doing, has caused governments and lawyers to rewrite the basic rules of almost every area of public law.

Before the Charter came into effect, Canadian law had a melange of legal human rights protections. For the average person, they worked very well, although what most people now consider enormous injustices were legally inflicted on some. The Supreme Court of Canada held that the Unwritten Constitution protected some human rights. In Roncarelli v. Duplessis, [1959 121.], the Court ruled that the Constitution protected the people from arbitrary action by government officials. The federal government enacted the Canadian Bill of Rights in 1960, although it is now remembered mainly for the occasions that courts refused to apply it. In addition, some provinces had human rights legislation which forbade people from exercising their civil rights in discriminatory ways. However, as a general rule, no instrument permitted courts to strike down laws which violated human rights. This changed in 1982 by virtue of s. 52 of the Constitution Act, 1982, which stated that any law that violated the Constitution, including the new part of the Constitution containing the Charter, was of no force or effect.

In order to give full effect to the Charter, the Supreme Court of Canada decided to give the Charter a "broad and liberal interpretation." (R. v. Big M Drug Mart Ltd., [1985 1 S.C.R. 295]). The Court adopted a "purposive" approach, asking what the purpose of protecting the rights in question are, and giving effect to those purposes through the Court's interpretations of their meanings. This contrasts with the Supreme Court's interpretation of the Canadian Bill of Rights, in which the meaning of the words of the Bill were interpreted so narrowly that the Bill protected virtually no rights in practice.

Applicability of the Charter
According to s.32, the Charter applies to "the Parliament and government of Canada" and the "legislature and government of each province". It does not apply to private individuals or corporations. If Mr. Smith discriminates against Mr. Jones, Mr. Jones cannot go to court and sue Mr. Smith for violating his Charter rights (although Mr. Jones would probably be protected against discrimination by other legislation). Of course, the "legislature and government" is a broad term. How far does it apply? To organizations that receive government grants? To people who bring a private dispute to a court created by the government?

In RWDSU v. Dolphin Delivery, [1986 2 S.C.R. 573], the Supreme Court of Canada decided that the Charter did not apply to a dispute between two private parties before the courts. More controversially, it also decided that the Charter did not apply to the common law, unless the common law was the basis for government action. So, even if the common law restrictions against picketing violated the picketer's freedom of expression, the Charter would not protect him from being sued by the target of the picketing.

The "effective control test" determines whether an organization is part of the government or not for the purposes of Charter s.32. In Mckinney v. University of Guelph, [1990 3 S.C.R. 229], the Court decided that Universities are not part of the Government, even though they receive most of their money from the government. The main question to ask is how much control the government has over the institution: Is there a law that directs how the institution will operate? Does the government appoint the majority of the institution's board of directors? Does the institution have any history or guarantees of independent action from government? The greater the government control over the operation of the institution, the more likely it is to be a part of the government, although different Supreme Court decisions have required different amounts of control.

Limits on Rights
The first section of the Charter, somewhat surprisingly, is the main section placing limits on the rights and freedoms contained in the Charter. Section 1 states: "The Canadian Charter of Rights and Freedoms guarantees the rights and freedoms set out in it subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society."

For Charter rights to be limited, the limits must meet three requirements:
 * 1) They must be reasonable in a free and democratic society
 * 2) They must be prescribed by law
 * 3) They must be demonstrably justified

The second and third requirements are relatively clear. "Prescribed by law" means that the limits must be written either in legislation or regulation. A governmental limit on Charter rights cannot be arbitrarily decided by an official. Nor can it be contained in rules which do not amount to "law", such as administrative manuals. "Demonstrably justified" means that the burden of proof is on the government to prove that the limits it has imposed are reasonable. In court, this means that once the plaintiff proves on a balance of probabilities that his or her rights have been violated, the government must prove on a balance of probabilities that it is reasonable.

On the other hand, the question of what constitutes a "reasonable limit" in a "free and democratic society" is perhaps the most important question of modern constitutional law. Most major Charter cases in Canada do not turn on the question of whether a right has been violated (the courts often find that it has been), but whether the law constituted a reasonable limit on that right.

The test for deciding whether the violation of a Charter right is a reasonable limit on a right or freedom was created by the Supreme Court in R. v. Oakes, [1986 1 S.C.R. 103]. Known simply as the Oakes test, it asks the following questions:

 * Is the purpose of the legislation to limit the charter right or freedom? If so, it is not a reasonable limit.
 * Is the limit proportional to the objective? It is if it meets all of the three following criteria:
 * The limit has a "pressing and substantial objective"
 * The limit infringes on the Charter right as little as possible to meet its objective (aka the "minimal impairment test")
 * The benefit of the limit is greater than the harm caused by limiting the right or freedom

The Oakes test is still used by the Supreme Court, although it has nuanced the second part of the proportionality test. The Supreme Court found that a limit on a right should infringe at right "as little as possible" when the objective of the law is to set relations between the government and the individual (for instance, in criminal law, where it is the government against the individual). However, the government should have more flexibility when trying to strike a balance between different groups of people. This latter case would come up most often in areas of social welfare. Where the government cannot afford to give everyone equal benefits, it will almost always have to create a somewhat arbitrary dividing line, such that some people have their right to be treated equally violated. The Court must give some flexibility to the government in deciding whom to give benefits and whom to deny. In such a case, the Supreme Court reasoned in McKinney, the "minimal impairment test" is whether the government had a reasonable basis for believing that the right to equality has been violated as little as possible to achieve the government objective.

Freedom of Expression
Perhaps other than the Equality provisions, freedom of expression (Charter s. 2(b)) has created the most important litigation and had the biggest impact on Canadian society.

One of the most important questions to be litigated was what was protected as "expression". In Irwin Toy ltd. v. Quebec (Attorney general), [1989 1 S.C.R. 927], the Supreme Court ruled that anything that "conveyed meaning" was expression. This meant virtually any way that someone chose to express themselves, whether through words, acts, or depictions. Anything that conveyed meaning and was not in "an unacceptable form" (i.e., violence or threats of violence), was protected by the Charter.

The second question the Supreme Court answered in Irwin Toy was what constituted a violation of the right to free expression. If the purpose of the government restriction on expression was to restrict certain content, then that restriction violates the Charter. This includes restricting certain methods of conveying meaning that are tied to the content itself (e.g., instead of banning rock music, the content, banning FM radio, the method of conveying the music).

If the purpose of the limit is not to restrict content but to prevent certain harmful effects from the way the content is physically expressed, then the court must examine the effects of the restriction. If the restriction has the effect of frustrating "the pursuit of truth, participation in the community, or individual self-fulfillment and human flourishing", then the restriction violates the Charter. The burden of proof is then on the government to show that the restriction is reasonable under the Oakes test. If it is not reasonable, then the restriction on expression is unconstitutional.

In cases after Irwin Toy, the Supreme Court has found that political expression promotes "the pursuit of truth, participation in the community, or individual self-fulfillment and human flourishing" more than other types of expression, such as commercial advertising or pornography. Therefore, almost all restrictions on political expression have been found to be violations of the right to free expression.

Another important finding in Irwin Toy was that corporation has the right to free expression (although much of its expression will be commercial advertising, the restriction of which is not always a violation of free expression).

Search and Seizure
Section Eight of the Canadian Charter of Rights and Freedoms provides everyone in Canada with protection against unreasonable search and seizure. This Charter right provides Canadians with their primary source of constitutionally enforced privacy rights. Typically, this protects personal information that can be obtained through searching someone in pat-down, entering someone's property or surveillance.

Under the heading of legal rights, section 8 states:
 * 8. Everyone has the right to be secure against unreasonable search or seizure.

Reasonable expectation of privacy
Generally speaking, this right does not protect against normal searches or seizures. Rather, the right focuses on the action being unreasonable on the basis that it violates an indivdual's reasonable expectation of privacy.

Equality
According to s. 15 of the Charter, everyone is equal before and under the law and has equal protection and equal benefit of the law, without discrimination. Section 15 further lists some prohibited grounds of discrimination: race, national or ethnic origin, colour, religion, sex, age, mental ability, and physical disability.

Andrews v. Law Society of British Columbia, [1989 1 S.C.R. 143]defined discrimination. Discrimination is a distinction which imposes disadvantages or withholds advantages based on the characteristics of an individual or group. A mere distinction is not enough. It must be a distinction based on characteristics that a person has because he or she belongs to a certain group.

That group must either be distinguished by one of the prohibited grounds above, or "analogous" grounds. A ground is analogous if it has some of the following similarities to the grounds listed, such as:
 * having that characteristic is not in the control of the individual
 * that characteristic cannot be altered or can only be altered at unacceptable cost
 * the groups defined by that characteristic have relatively little power in society

Andrews decided that being a non-citizen was an analogous ground of discrimination. The Supreme Court has also ruled in Vriend v. Alberta, [1998 1 S.C.R. 493] that sexual orientation is an analogous ground. Vriend is also important as being the first case in which the Supreme Court required the provinces to add a new prohibited ground of discrimination in their human rights legislation. Provincial human rights legislation, unlike the Charter, apply to private disputes.

Exclusion of Evidence
Practices regarding what evidence may be brought against an individual in trials are addressed by section 24(2). This subsection is said to make Canadian practices regarding this matter more like those in the United States; however, the Canadian standards are still not as strict as the US standards. Whereas in the US, any evidence will not be used against the individual if it was acquired in an illegal way, for evidence to be excluded in Canadian trials, it must not only have been acquired illegally but must also threaten to bring the Canadian court system into "disrepute."[4] The 1987 case R. v. Collins attempted to define this. It was ruled that evidence should be excluded if it would render the trial unfair, and furthermore, the more Charter rights are violated, the more courts should have an obligation to exclude the evidence that violated the rights. Often, it is the right to have counsel and the security from unreasonable search and seizure that, when infringed, lead to evidence being excluded.

"Notwithstanding" Clause
The addition of the Charter to the Constitution was a radical change in Canadian constitutional law. To assuage concerns that the courts were being given too much power to rewrite and reinterpret legislation, s.33 was included in the Charter. Under this provision, legislation can be made immune from being challenged as a violation of certain Charter rights. These include freedom of expression, religion, assembly, association, and freedom from discrimination, as well as criminal rights. Legislation can operate "notwithstanding" these rights for renewable terms of five years. This clause has rarely been used in practice.


text:
Ovchinnikovo, Altai Krai

Ovchinnikovo (Овчинниково) is a rural locality (a selo) in Kontoshinsky Selsoviet, Kosikhinsky District, Altai Krai, Russia. The population was 203 as of 2013. There are 10 streets.

Geography
Ovchinnikovo is located 30 km southwest of Kosikha (the district's administrative centre) by road. Kontoshino is the nearest rural locality.

title: Ovchinnikovo, Altai Krai


text:
inesperado

Adjective

 * 1) unexpected

Etymology
From.

Adjective

 * 1) unexpected not expected, anticipated or foreseen

Etymology
From.

Adjective

 * 1) unexpected

title: inesperado


text:
User:Javier Carro

Hello everywikibookian

I mainly contribute to the Spanish version of wikibooks and Wikiversity. There you can find me more easily.

es:Usuario:Javier Carro

title: User:Javier Carro


text:
Talk:Rodney the Raven

Untitled
"Rodney reflects the tradition of referring to Anderson students as "Ravens."": what does this mean? FoCuSandLeArN (talk) 00:57, 12 July 2012 (UTC)

title: Talk:Rodney the Raven


text:
Beat Noir

Beat Noir is the fourth studio album by Spahn Ranch, released on October 19, 1998 by Out of Line and Sub/Mission Records. It was reissued on November 24 of that year by Cleopatra Records. The final track "An Exit" was licensed to Cleopatra Records to be released on the various artists compilation The Black Bible in 1998.

Reception
AllMusic gave Beat Noir gave two and a half out of five possible stars. Music critic Dave Thompson said "from the infectious opening riff of "Fire Lives in the Hearts of All Men," to the near reverent melodies entwined within the synth structure of "Ride like Lightning Crash like Thunder," a tight, edgy, yet absolutely hummable album that is solid throughout." Ink 19 was negatively critical of the album's misdirected experimentation and claimed that Athan Maroulis' vocal choices were unsuited for the album's genre.

Personnel
Adapted from the Beat Noir liner notes.

Spahn Ranch
 * Matt Green – programming, keyboards, production, mixing
 * Harry Lewis – percussion
 * Athan Maroulis – lead vocals

Additional performers
 * David J – bass guitar (6, 10)
 * Eric Powell – programming (1)

Production and design
 * Mick Cripps – design
 * Eric Fahlborg – mastering
 * Steve Tushar – engineering, mixing

title: Beat Noir


text:
River Fire (2020)

The River Fire was a wildfire that broke out from a lightning storm early on August 16, 2020 in Monterey County, California, south of Salinas, near River Road and Mount Toro. Within its first day, it spread to 2,000 acres and was 10% contained; mandatory evacuations were ordered, while air and ground crews worked the fire.

On August 17, the fire, three miles south of Salinas, spread to 2,800 acres and threatened 1,500 structures; four firefighters were injured.

The fire had burned 4,070 acres by August 18, and as of August 19, the fire had grown to over 10,000 acres. By August 21, over 42,000 acres had burned and the fire was 12% contained. The nearby Carmel Fire was over 5,069 acres and five percent contained.

On September 4, Cal Fire reported that both the River Fire and the Carmel Fire were 100% contained. The River Fire had burned 48,088 acres and the Carmel Fire had burned 6,905 acres; between them, they had destroyed 103 structures and damaged 20.

When a strong atmospheric river winter storm came to the burned area in January, 2021, a mudslide occurred and damaged homes and barns near River Road, and trapped several horses that were later rescued.

title: River Fire (2020)