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Talk:List of nearest exoplanets/Archive 1

Habitable Zone
Is there some way that a CHZ orbit can be indicated for each planet ? --EvenGreenerFish (talk) 12:47, 19 April 2014 (UTC)
 * how? Nergaal (talk) 13:51, 20 May 2014 (UTC)

error
Nergaal (talk) 13:51, 20 May 2014 (UTC)
 * http://exoplanet.eu/catalog/hip_22627_b/

Radius of Fomalhaut b
To the user who reverted out my removal of the claim that Fomalhaut b has been found to have a radius of 1.2 Jupiters, please read at least the following articles before reverting me again. The original models that suggested this object is a giant planet are outdated, and the data is inconsistent with an imaged planet but consistent with a dust cloud. Likely there is a planet there to anchor the cloud but it has not been seen directly therefore cannot have had its radius measured. <IP_ADDRESS> (talk) 21:46, 21 May 2014 (UTC)
 * Currie et al. (2012)
 * Kenyon et al. (2014)
 * Beust et al. (2014)
 * The reversion was less about the 1.2 Jupiter-radius claim, and more about the deletion of the claim that a planet around Fomalhaut has been directly imaged - the two images at Fomalhaut b pretty clearly show that something (almost certainly due to a planetary object, either directly or indirectly) has been imaged (multiple times over the years). Thus, that claim should be restored to the article. --IJBall (talk) 22:04, 21 May 2014 (UTC)
 * No, the claim that a planet around Fomalhaut has been directly imaged is factually incorrect and should not be restored. What has been imaged is a dust cloud: the planet is unseen and does not even appear to contribute significantly to the object's spectrum, but its existence is inferred from the presence of the dust cloud. This contrasts with Beta Pictoris b or the planets at HR 8799 where it is clear that the imaged object is the planet itself. <IP_ADDRESS> (talk) 05:15, 22 May 2014 (UTC)

 * Why does the NASA database list its radius then? Nergaal (talk) 08:21, 22 May 2014 (UTC)
 * No idea, maybe they forgot to update it. The value does not reflect the current state of understanding in the literature. It's also worth noting that they haven't updated the orbital parameters for this planet despite two published papers — Kalas et al. (2013) and Beust et al. (2014) — confirming the high-eccentricity orbit. <IP_ADDRESS> (talk) 17:16, 22 May 2014 (UTC)

6 problematic systems
Some justifications for reverted edits that Nergaal (who seems to believe they WP:OWN this article) apparently didn't like.
 * Luhman 16 - the source notes that they are not able to determine which of the two brown dwarfs the unconfirmed candidate orbits. Designating the object as "Ab" is factually incorrect, and indeed the source does not use a "b" designation, no designation for the unconfirmed object has been introduced. Don't make up designations, even if they follow the established patterns (there is after all no guarantee that someone might confirm a different candidate planet in the system first, and assign that one the designation "b").
 * Well, there is no existing confirmed lone exoplanet around a star that has a different designation. I am of the opinion that any designation is fine as long as it can be wikilined. An m-dash cannot be a sensible wikilink. How about adding a footnote after each of these two designation? Nergaal (talk) 14:52, 26 May 2014 (UTC)
 * Adding your own designations that are not supported by literature is original research. Indeed, as 77 mentioned, if another planet is confirmed first, then that planet will get the b designation, not the unconfirmed one. To counter the wikilink point, why on Earth would you want to wikilink the designation of an unconfirmed planet? There's no need at all to have an article on most unconfirmed planets, bar stuff like Alpha Centauri Bb. StringTheory11 (t • c) 16:26, 26 May 2014 (UTC)
 * Ok, now I recall that paper. If the planet were to be "Bb"or (AB)b instead, then the data would be consistent with a brown dwarf. I put in the table the only values that would allow it to be a planet. So what is wrong with Ab then? If author says one of two choices is probable/possible, what is wrong is listing one of the choices as a possible candidate exoplanet? Nergaal (talk) 00:05, 27 May 2014 (UTC)
 * Because it gives the impression that we know which brown dwarf it orbits, and it introduces a designation that has not been used in the source. What we know is that there may be a low-mass companion orbiting either Luhman 16A or Luhman 16B. We don't know which one or in fact whether it exists at all. This is the current state of knowledge and this is what we should reflect in the article, rather than trying to pretend we have more knowledge of the system than we actually do to bump up the number of values quoted in the table. <IP_ADDRESS> (talk) 05:31, 27 May 2014 (UTC)

 * Epsilon Indi - do you have a source to justify the assignment of designation "b". From my survey of the literature, it is clear that no-one has introduced this designation yet. See previous point for why making up designations is a bad idea.
 * Yes, check for "The candidate planet ϵ Eri b was not detected despite our better precision." Nergaal (talk) 00:05, 27 May 2014 (UTC)
 * Epsilon ERIDANI is not Epsilon INDI: despite having the same Greek letter they are in different constellations (Eridanus and Indus respectively). Though that reference does imply we should grey out the line for the planet Epsilon Eridani b. <IP_ADDRESS> (talk) 04:56, 27 May 2014 (UTC)
 * I put Epsilon Indi Ab back in again but, rather confusingly, in the 2018 discovery confirmation paper, Epsilon Indi A is referred to as a K2V star, whereas all the previous descriptions of that star I have seen before give its stellar type as K4 or K5V. Also, it gives the age of Epsilon Indi as 1.4 billion years, which is consistent with what I have read before, but it quotes a paper where the star isn’t even mentioned, well at least I can’t find Epsilon Indi in the paper via Vizier, to back that figure up. However, Bonfanti et al 2015 does give the age for Epsilon Eridani as 1.4 billion years, but I suppose that may just be a coincidence.
 * “Epsilon Indi A is a good candidate for searching Earth analogs. Epsilon Indi A (HIP 108870, HR 8387, HD 209100, GJ 845) is a young (1.4 Gyr, Bonfanti et al. 2015) nearby K2V star (3.62pc according to van Leeuwen 2007) with a mass of 0.762±0.038 M (Demory et al. 2009), and a luminosity of 0.22L.”
 * Perhaps they used the algorithms described in the Bonfanti et al. 2015 paper to calculate the age and it’s merely coinciding with the age of Epsilon Eridani, but still I can’t get my head around the description of Epsilon Indi being K2V. So I still do have my doubts, well at least until it gets refereed properly and published in Monthly Notices of the Royal Astronomical Society (MNRAS) — Preceding unsigned comment added by <IP_ADDRESS> (talk) 05:19, 11 May 2018 (UTC)

 * Teegarden's star - this is not even remotely plausible as an unconfirmed candidate. The paper from which these parameters were derived even states "We emphasise that we make no claims for a planet". Four data points on a star they admit to be extremely chromospherically active is not an unconfirmed planet, it is noise. Take a look at figure 5 and ask yourself if it is really valid to draw a sinusoid through there. Listing this one, even as an unconfirmed candidate is utterly ridiculous and misleading that there is any kind of convincing evidence AT ALL.
 * That doesn't mean it can't be mentioned in the lead after being removed from the table. Nergaal (talk) 16:36, 26 May 2014 (UTC)
 * Why mention it at all? No-one's claimed there is a planet there. Furthermore, they have 4 data points and the model has 4 free parameters (base velocity offset, semi-amplitude, orbital period and orbital phase), so it doesn't really mean all that much that the model can be used to fit the points. <IP_ADDRESS> (talk) 22:12, 26 May 2014 (UTC)

 * Gliese 876 f/g - the source is a complete joke. Interesting methodology but they it does not incorporate dynamical interactions and they proceed to use it on Gliese 876, which is noted for strong dynamical interactions — it has completed over 1 full precession cycle of planets b and c in the time it has been observed with precision RV. They even note that the non-planetary origin of these periods is expected due to the fact that models incorporating planet-planet interaction (which has successfully been applied to this system for years) do not see them. The model should be disregarded, the Keplerian approximation is not useful for the system and any conclusions arising from it are deeply flawed.
 * Well, that is your personal opinion. Unless there is a published source stating your thoughts I don't see a reason to remove them from the table. Nergaal (talk) 16:36, 26 May 2014 (UTC)
 * The fact that every object with mass in the universe exerts a force on every other object with mass in the universe is well-established and uncontroversial. The dynamical fits take into account all the gravitational interactions in the system, which is consistent with this well-established gravitational theory. The Keplerian model only takes into account the interactions between each planet and the star, not the planet-planet interactions: in this regard it is not self-consistent. Despite not being self-consistent, it is nevertheless a well-established approximation that is valid in the case that the planet-planet interactions are small, e.g. for our solar system. It is well-established in the literature about the Gliese 876 system that the planet-planet interactions, particularly those between planets b and c are non-negligible, this is because (again as is well-established in the literature) the planets are deeply embedded in a low-order mean-motion resonance. The upshot of this is that the measured system will diverge rapidly from the Keplerian approximation. Thanks to the underlying mathematics you can account for this while still retaining the Keplerian model by introducing additional fake planets in the model until the discrepancy goes away. Of course, what is really going on is planet-planet interactions which the approximation fails to take into account so you end up finding planets that aren't actually there.
 * So now there is an editorial judgement to make: do you go with the approximate model in this one paper, or the entirety of the rest of the literature which demonstrates very well that the approximation cannot be used for Gliese 876 and that the self-consistent but more computationally-intensive dynamical model must be used instead? Or to take an analogy: you can use Newtonian modelling to deduce from the perihelion precession of Mercury that there is an additional planet in the inner solar system. However it is well-established that the corrections from general relativity need to be taken into account to model Mercury's orbit. Someone today claiming the existence of Vulcan based on a Newtonian model for Mercury should not be taken seriously, even if no-one gets around to publish an explicit rebuttal to the claim in a scientific journal. Similarly, it should not be taken seriously if someone uses a Keplerian approximation to claim additional planets in a system where it is known that the approximation is invalid. <IP_ADDRESS> (talk) 20:01, 26 May 2014 (UTC)
 * Ok, what sort of peer-review is there for publishing on "arXiv.org". Who prevents a random author from uploading porn and call it a paper? Nergaal (talk) 00:11, 27 May 2014 (UTC)
 * What is the journal for that paper? "Earth and Planetary Astrophysics" of "Mon. Not. R. Astron. Soc."? Who is reviewing it? Nergaal (talk) 08:03, 27 May 2014 (UTC)

 * VB 10 b - how many sources do you want to have to say this is disproven? Radial velocity doesn't see it . Astrometry (the original detection method) doesn't see it . It doesn't exist. It doesn't belong in the list.
 * Fine, then mention it in the lead. Nergaal (talk) 16:36, 26 May 2014 (UTC)

 * Gliese 667 C - analysis of the system taking into account correlated noise in the data only recovers two planets (b and c) with tentative evidence for a third. This is the Feroz & Hobson paper I added to the article. The fact that their existence is challenged surely indicates an "unconfirmed" status is correct.
 * After reading that I am fine with graying them out. Nergaal (talk) 16:36, 26 May 2014 (UTC)

<IP_ADDRESS> (talk) 22:11, 24 May 2014 (UTC)

 * How about when you go ahead and remove items from the table bother mentioning that somewhere so the statistics table on the bottom show these changes? Nergaal (talk) 16:42, 26 May 2014 (UTC)
 * Oops; you're right on that one. I'll do that now. StringTheory11 (t • c) 16:45, 26 May 2014 (UTC)
 * Done. StringTheory11 (t • c) 17:05, 26 May 2014 (UTC)

 * Tau Ceti why is this system still unconfirmed? Has anybody even tried to do some follow-up observations? Nergaal (talk) 08:12, 27 May 2014 (UTC)

Confirmation criteria

 * Gliese 436: why do you want to change the label? The authors say in the paper "If confirmed today, UCF-1.01 and UCF-1.02 would be designated GJ 436c and GJ 436d, respectively," Nergaal (talk) 00:22, 27 May 2014 (UTC)
 * Read that sentence again. I will highlight the key words for you that are grammatically important. "If confirmed today, UCF-1.01 and UCF-1.02 would be designated GJ 436c and GJ 436d, respectively" This is a conditional sentence, it tells you what would happen if a given condition becomes true. The "if" clause gives us the condition under which the statement about what would happen becomes true: IF the planets are confirmed today, THEN they would get the "c" and "d" designations. So the key question is whether the planets have been confirmed. They have not been. Therefore the condition in the "if" clause is not true, so the planets have NOT been designated GJ 436c and GJ 436d. <IP_ADDRESS> (talk) 05:06, 27 May 2014 (UTC)

Ok, since you seem to be in the field, who classifies these objects as confirmed? Is there just a rule of thumb saying that if we see in two different ways we say it is confirmed? Nergaal (talk) 07:46, 27 May 2014 (UTC)
 * I'm not an "expert" in this particular field, but in science in general I think if you have more than one paper reporting a result (esp. if there are no papers claiming the opposite) then you can consider that result (conditionally) confirmed. IOW, I'm not sure I'd include in this list any "exoplanets" that only have one paper, or one group, claiming its existence (or, at least, I wouldn't include them in the table - perhaps they could be included, textually, in a section called "Unconfirmed results"...) --IJBall (talk) 15:36, 27 May 2014 (UTC)

Visible to a typical human eye
Last I checked, the typical human eye does not see in the infrared. So why is the H-band being used to determine the magnitude cutoff for the table? <IP_ADDRESS> (talk) 22:40, 27 May 2014 (UTC)

 * Huh? I tried to use the "Apparent magnitude V" entry from . In case any other value is used it might be an error. Nergaal (talk) 09:47, 28 May 2014 (UTC)

 * The table "Systems visible to a typical human eye" lists the "visible" and "not visible" categories as "H < 6.5" and "H > 6.5" respectively. If these statistics are generated from the V-band then the symbol should be changed (and preferably wikilinked to make it clear what the quantity is referring to). <IP_ADDRESS> (talk) 16:52, 28 May 2014 (UTC)

Terrestrial/gas giant
What is the justification for the split of terrestrial / gas giant planets by mass? This seems to be at odds with observations of objects such as the Kepler-11 system, GJ 1214 b, KOI-314c or Kepler-10c. I'm aware that the Planetary Habitability Laboratory is doing this, but it really doesn't strike me as a valid distinction. (In fact there's quite a bit of dubious material on the PHL website, I personally don't consider them to be a particularly reliable source of information.) <IP_ADDRESS> (talk) 14:50, 29 June 2014 (UTC)
 * I am not saying they are particularly reliable, but for the purpose of a list that non-expert readers see their categorization is a fine simplification. Nergaal (talk) 11:46, 22 July 2014 (UTC)

Designations of unconfirmed planets in the Gliese 436 system
The two unconfirmed candidates of Gliese 436 are correctly referred to as UCF-1.01 and UCF-1.02 per Stevenson et al. (2012). The designations Gliese/GJ 436c and d have never been used for these planets in the literature, despite this usage being present on the Extrasolar Planets Encyclopaedia website (this is not the only case of EPE using designations at variance with the literature, for example it uses b,c,d instead of A,B,C for the planets of PSR B1257+12 and also seems to have invented the use of d and e for the proposed 400-day and 5000-day planets around HD 1461, which were referred to as c and d). The designation GJ 436c has been previously used to refer to various outer planet candidates that have been invoked to explain supposed transit parameter variations that generally tend to get ruled out by follow-up studies, hence its appearance in several published papers and the designation also appearing on SIMBAD. <IP_ADDRESS> (talk) 20:28, 30 June 2014 (UTC)

Closer than Proxima Centauri
This edit made Alpha Centauri B closer than Proxima Centauri. I'd fix it myself, but unfortunately SIMBAD and Hipparcos say the same thing (796.92 mas parallax = 4.09 light years). So I'm calling attention to a problem, without knowing how to fix it. Some non-exclusive possibilities:

Art LaPella (talk) 19:22, 26 July 2014 (UTC)
 * Do nothing; verifiability not truth, come hell or high water
 * Change it to be consistent with the Alpha Centauri article
 * Cite older estimates, clustered around 750 mas
 * Ask the SIMBAD and/or Hipparcos people to fix it
 * Rewrite high school science textbooks that say Proxima Centauri is the closest star :)

 * Art LaPella (talk) 17:22, 27 July 2014 (UTC)

Addition of sub-headers in article body / breaking lead into paragraphs
No changes needed to the writing (which is of good quality)--

However, Wikipedia article leads are supposed to be "paragraphed" by lead sub-topic (one sentence paragraphs are acceptable, both on Wikipedia and in proper English writing). **All of this is to enhance readability.

On the body of the article--

Again, great article-- but adding sub-headers will increase readability.

Please keep in mind that only a minority of encyclopedia readers are so voracious that they will consume a long series of paragraphs without sub-headers. The article, which clearly is otherwise well-written and certainly took a lot of work to write, will be read by more people, now that body sub-headers and lead sub-topic paragraphing has been added. Ciao! :-) Cliffswallow-vaulting (talk) 18:38, 29 June 2014 (UTC)
 * Totally agreed. Your sections have been taken out again – I'd strongly urge them to be put back in... --IJBall (talk) 12:45, 30 June 2014 (UTC)

And, again, we have reversion of adding sections to this article. I can't even figure out what the reversion note, "if you have strong opinions please leave them at the FLC page that is undergoing right now", is supposed to mean. User:Nergaal really needs to take a look at WP:LEAD, and then come to this Talk page to work with us for a consensus – bottom line: article leads (or "ledes" as they call them in journalism...) are not supposed to go on for block-and-blocks of paragraphs as this article does. And we now have two editors objecting to having this article's lede this way. If no one else backs up Nergaal's view soon, I'm going to go ahead and go back to User talk:Cliffswallow-vaulting's version because, even it it's arguably "overly sectioned", at least it in the spirit of WP:LEAD, etc. --IJBall (talk) 18:33, 7 August 2014 (UTC)

 * Have you guys ever written some sort of scientific, or at least some form of professional article? Have you written any papers in college? Do you know what are the differences between a list of bullet points and an actual professional text? Or let's make it more easy for you: when was the last time you saw an article featured on the main page to look like you guys seem to suggest? Consider checking out the other version of English wikipedia. Nergaal (talk) 19:06, 7 August 2014 (UTC)

 * And none of that answers WP:LEAD which is in fact the governing policy on this topic at Wikipedia. Bottom line: The lead needs some sectioning, even if Cliffswallow-vaulting's version may have gone overboard in that department. If you don't like what was done, divide some of the lead into sections yourself, and maybe the rest of us will actually like the result better... --IJBall (talk) 19:15, 7 August 2014 (UTC)
 * Are you suggesting that each paragraph in the lead have its own subtitle? Please enlighten me by offering a concrete example of what are you thinking. Nergaal (talk) 19:19, 7 August 2014 (UTC)

 * And almost a side-question: according to the description given in your link (wp:LEAD) The lead should be able to stand alone as a concise overview. It should define the topic, establish context, explain why the topic is notable, and summarize the most important points. How is the following text doing any of these:
 * Astronomers have identified a total of 65 exoplanets within 50 light-years of the Solar System, but the existence of at least another 34 unconfirmed exoplanets has been proposed. This corresponds to only 35 stars with confirmed planetary systems (and six with only unconfirmed exoplanets) of the around 1,400 stars that are estimated to be located within 50 light-years. Of the around 133 nearby stars which are bright enough to be visible with the naked eye,[c][1] so far, only 18 have confirmed planetary systems.
 * Enlighten me please. Nergaal (talk) 19:18, 7 August 2014 (UTC)

 * I think you're starting to see the idea now! Your intro paragraph is an excellent lead – but just that. Everything below that should be in at least one (and probably more than one) new section. The key words in WP:LEAD are, "...stand alone as a concise overview." – "concise" (and "overview") are the important parts: your first paragraph does exactly that; everything after that really doesn't, and belongs in a new section (or sections) besides the lead. As to your other question – certainly, no, "every" paragraph below that doesn't need to be its own section: they just need to be subdivided into sections as makes sense (by topic). One final point – actually, yes, I have written (a few) scientific papers in the past. But Wikipedia articles aren't formatted like scientific papers (refer to #7 at link) but follow their own formatting schemes, like WP:LEAD, etc. --IJBall (talk) 19:30, 7 August 2014 (UTC)

 * I didn't say to make it like a journal, just make it professional. Have you written any sort of reports in your college career? So if you read that paragraph yu wouldn't even need to go read the rest of the list because you got everything you needed. Anyways, you are still missing my actual important request. Please enlighten me with an article that is written to decent standards (aka Featured Article or Featured List, or has been featured on the main page) that does comply to your impressive standards (article not on the Simple English wikipedia). Nergaal (talk) 21:23, 7 August 2014 (UTC)
 * Maybe so this doesn't prove to be a waste of my time and patience, please also go check out WP:LEADLENGTH. Nergaal (talk) 21:25, 7 August 2014 (UTC)
 * Or even consider checking out wp:FL. Nergaal (talk) 21:29, 7 August 2014 (UTC)

 * Well, there aren't too many WP:FL under "Physics and astronomy", but you'll notice for example that List of interstellar and circumstellar molecules has a very short lead (i.e. two sentences in one paragraph), followed by sections – this article would probably be improved following that kind of model. Note, this is probably going to be my last comment here, because I get the feeling if it's just me commenting, anything I say is just going to be ignored. So let's see if any other editors have comments on this subject... --IJBall (talk) 22:28, 7 August 2014 (UTC)
 * Thanks for the example. See what people have to say at Featured list removal candidates/List of interstellar and circumstellar molecules/archive1. Nergaal (talk) 19:50, 8 August 2014 (UTC)

 * OK, so I am an English major and I am also a writer and I need to tell you guys something. In an encyclopedia article, long run-on paragraphs (and especially eight of them) is extremely poor writing.

 * Try to understand one thing: your audience. Most of the readers do not share your personality type--

 * A "scientist" personality type will happily read long, long paragraphs that twist and turn through all kinds of complex details. But most of the public won't.

 * Why? Because most of them don't have your personality type. They don't process information the same way that you do--

 * They have other personality types, and will never have the patience to dig through one long-winded, complex paragraph after another, after another...

 * Therefore, insisting that an encyclopedia article be in a format that most people do not digest easily, severely limits the usefulness of the article to the general public.

 * It's also rude and selfish.

 * Please note-- Wikipedia is not for a little circle of scientists. Wikipedia is for the general public.

 * 2602:306:BDA0:97A0:466D:57FF:FE90:AC45 (talk) 21:55, 8 August 2014 (UTC)

 * And in your major you write articles with sections that contain a single sentence? Wow, impressive! Let me know when you sell out. Nergaal (talk) 09:41, 9 August 2014 (UTC)

 * The "Talk Section" is not for standard writing format. One-liners are common and acceptable in a "Talk page" format. Wow, how did you not know that!?

 * Also, your snide manner confirms the point, your tone is arrogant, insulting and self-centered: not representative of maturity or concern for anyone but yourself <IP_ADDRESS> (talk) 19:03, 9 August 2014 (UTC)

 * Wow you are so smart that you noticed that instead of referring to the article space formatting, I was sneakingly referring to the talk page formatting. You got me! Nergaal (talk) 22:13, 9 August 2014 (UTC)

 * Wikipedia allows for single-sentence paragraphs where warranted. In article writing in general, and in literature, a single-sentence paragraph is also allowed in the right situation. Please stop your insulting comments and treat others with respect. Thank you. Cliffswallow-vaulting (talk) 03:46, 11 August 2014 (UTC)

 * Wow, you know sargasm! LEADLENGTH. Nergaal (talk) 05:38, 11 August 2014 (UTC)

 * Yes, which notably says, "...a lead that is too long is difficult to read and may cause the reader to lose interest halfway.'" Further, the values quoted in the table there are guidelines, not "rules", and I doubt very much that they should be applied strictly to a "list" article such as this one. IOW, an article such as this does not benefit from a four-paragraph lead (which is the absolutely maximum advised under LEADLENGTH). But I think we're all getting that this is a WP:OWN issue for you in this case – well, either that, or getting this article listed at WP:FL is more important to you than whether the article is actually accessible to readers or not. In either case, the version of this article that you insist upon defending is not the best version of this article possible, which is all the rest of us are really saying. If you're interested in actually hearing that... --IJBall (talk) 06:06, 11 August 2014 (UTC)
 * Let me try to explain this again: I do NOT intend to make this article easily accessible to 10-year olds, because that is a job done best at the Simple English wikipedia. Nergaal (talk) 06:36, 11 August 2014 (UTC)
 * And we're back to WP:NOTJOURNAL. I actually can't figure out why you think the argument you're making is a good one – if Wikipedia is not designed to be accessible to all readership, then what is it here for? --IJBall (talk) 06:48, 11 August 2014 (UTC)
 * Absolutely no 10-year old will ever read this article, not even the nerdiest one. Check this out. Nergaal (talk) 09:34, 11 August 2014 (UTC)

You two seem to have a hard time understanding what I am talking about. Perhaps you should share your opinions at Featured list candidates/List of nearest exoplanets/archive1 and see what other people think of them. Nergaal (talk) 05:42, 11 August 2014 (UTC)

 * Done. I'm opposing FL candidacy until the issues in this topic are adequately dealt with on Consensus grounds. --IJBall (talk) 05:58, 11 August 2014 (UTC)

My idea of consensus it to actually listed to those that have at least a limited knowledge of policies and not continuously explaining my actions to people that obviously don't care for what I have to say. Nergaal (talk) 08:23, 14 August 2014 (UTC)

RFC
Apparently a few editors are having a hard time reading through the current version of the article, and believe that splitting everything into short, even one-sentence paragraphs, is sufficiently professional for a wikipedia article. Please see discussion above, where I am having trouble making them understand what wikipedia (not the Simple English one) is at least at the featured level. Nergaal (talk) 08:42, 14 August 2014 (UTC)
 * Please note #4 at WP:FL? – that is the heart of the current conflict, where a number of us feel that more section headings would benefit this article, and feel that the article's current lead (at 4 paragraphs) is over-long. --IJBall (talk) 15:28, 14 August 2014 (UTC)
 * I see 4 paragraphs of prose as basically the upper limit of what a lead should consist of. Unfortunately, as Nergaal mentiones, too many section headings here would, IMHO, make it harder for the reader to navigate, as the sections would simply be single paragraphs. Therefore, I think the lead is fine as is. StringTheory11 (t • c) 15:53, 14 August 2014 (UTC)

 * Comment. New here. RFC call. There are problems, and they are not to be ascribed to paragraph length in particular, nor section length, nor (much) to the quality of writing within paragraphs. It has to do with the structure and function of this article, which is a problem in its own right, because this is a list article and most of its non-list content should be covered in associated articles such as Exoplanet, leaving mostly material that aids in the use of the lists. For a start, a quick scan suggests that the data in the various articles do not necessarily correspond. ("Over 1800 exoplanets have been discovered right?) It is hard enough just to keep the lists up to date in one article. Keeping the individual articles mutually comprehensible is even harder, not to mention keeping them in substantial agreement.
 * There also is a perennial misunderstanding of what the lede is for. A surprisingly large faction seems to think that it is a formally required block of text measured in paragraphs that one puts at the start to hold up the hat notes, and that the right dose is four paragraphs, independent of paragraph length, content or mutual coherence.
 * It isnt.
 * It is whatever will suffice to tell the reader why he should, or should not, read on. If you need more than a few lines for that you should re-think what you are saying, and why you are saying it. I am unconvinced that this article needs any lede at all, but if it does, I am not sure that anything in the current lede is suitable. If it is, it is in the first paragraph, but then someone needs to get in there and in 23.37 words explain what this list is intended to achieve. Having done so, he will probably realise why none of the current "lede" belongs in the lede at all.
 * Then there should be a section heading along the lines of Status quo or The current situation or something similar. The remaining three paragraphs currently in the lede might go into that, possibly augmented in the light of the blinding revelation that the section actually has a function, and that the function is to fill the reader in on the plot so far. The most worrying aspect of this proposal is that some poor sucker will have to keep an unwearying eye on those figures. In case some innocent out there thinks that in this field of study those figures will stay put... weellllll....!
 * The Inclusion criteria section currently is a dogs breakfast. Its third paragraph ("Usually, nearby exoplanets have been discovered...") should be extracted, labelled with a section heading something like Search technology, and placed after the then more coherent Inclusion criteria section; that paragraph does not deal with inclusion criteria. The paragraph starting "There are known examples of potential free-floating sub-brown dwarfs, sometimes..." should be appended after "...above it, an object is classified as a brown dwarf." In that position there is little reason to make it a separate paragraph, but suit yourself.
 * The remark "Notable uncertainties exist ..." could be left where it is to close the section (my preference) or put into the Search technology paragraph.
 * This article should have the minimum of possible explanation and general exposition; it is a framework for the lists, not a lecture. Or anyway, it should be. Much of what is in it at the moment could better be clearly fitted into related articles and linked to. Just think: what do you have at the moment? A "See also" paragraph that contains a list of list articles! (No I am not joking! See for yourself.) Is this someone's joke? Enter Exoplanet into a Wikipedia search. There are over 2000 hits, most of them irrelevant of course, but at least a couple of dozen are directly relevant, and frankly, some of them make it look as though either they or this article must be superfluous, or at least painfully redundant, crying for a merge. Even if this article remains, some of its paragraphs could be excised or at least pruned and replaced with links such as "(main article on detection at:...)"
 * Having done all that, read the whole article (minus the lists of course) aloud to some uninvolved, literate party and look for sticking points. Never mind whether the audience has a degree or is an English Colonel or whatever it might be, or is illiterate. If you have to explain anything you may conclude that you have boobed and it is back to the drawing board. And that will have nothing to do with whether you are addressing the Simple English crowd or not. JonRichfield (talk) 18:18, 18 August 2014 (UTC)
 * I don't understand why a list that is currently at FLC needs an RFC for which structure to use for the prose, but I doubly don't understand why there's a long prose review listed here rather than at the open FLC. please consider making this a full review at the FLC rather than keeping it separate from the existing review process. -- Pres  N  22:46, 19 August 2014 (UTC)
 * I started this RFC because the FLC pages seem to receive very limited attention these days. Nergaal (talk) 07:04, 20 August 2014 (UTC)

 * I didn't even know about FLCs. I just received an RFC and responded in the light of what I saw here and in the article. Since I get the impression that you think it would be of possible value at the FLC, I'll copy the text there, and may good luck go with whoever reads it, but feel free to delete it if I have misunderstood (and you may quote me on that!) I have no fish to fry; this field is a bit out of my radar range and I was mostly contemplating the structure of the article. I am not sure what you mean by "a full review". JonRichfield (talk) 07:22, 20 August 2014 (UTC)

GJ 581d
Nergaal (talk) 23:47, 29 March 2015 (UTC)
 * http://www.sciencedaily.com/releases/2015/03/150306102602.htm

IAU recognizing names?
Here IAU is taking names for some of the closer exoplanets/stars. Officially aconowledged exoplanets? Nergaal (talk) 23:00, 16 September 2015 (UTC)
 * Gamma Cephei
 * Fomalhaut
 * Pollux
 * eps Eri b !!!!!!!!
 * mu Arae
 * tau Bootis
 * ups Andromedae
 * 47 Ursae Majoris
 * 51 Pegasi
 * 55 Cancri

Alpha Centauri Bb
The exoplanet discovered around the nearest star should be a false signal in the original data; there is no exoplanet around this star according a study released in 2015 at http://arxiv.org/abs/1510.05598 — Preceding unsigned comment added by 2001:7E8:C654:2901:1165:B900:9770:DAD9 (talk) 22:53, 23 October 2015 (UTC)

new
Gliese 1132 b

HD 219134 h

hd 1690 b

Nergaal (talk) 15:51, 26 April 2016 (UTC)

TRAPPIST-1 bcd. Nergaal (talk) 07:12, 11 May 2016 (UTC)

 * This page includes exoplanets up to 15 pc away. HD 1690 b is 310 pc away. FoxyFloof (talk) 06:31, 6 December 2017 (UTC)

backup table
e f g h, HD 114613 b, HD 7924 c d, GJ 536 b, GJ 676 A b c d e; HIP 65426 b, Lalande 21185, SIMP0136+0933; YZ Ceti b c d, Tau Ceti g h, HD 1690 b, Ross 128 b

removed entries >10 parsecs
Exoplanets not in the table: Luyten's Star c b, LHS 1723 b c, GJ 3293 e b d c, TRAPPIST-1 b c d e f g h, HD 114613 b, HD 7924 c d, GJ 536 b, GJ 676 A b c d e; HIP 65426 b, Lalande 21185, SIMP0136+0933; YZ Ceti b c d, Tau Ceti g h, Ross 128 b HD 147379 b


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Talk:Dipsy Selolwane

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Teletubbies
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User:Nmm00005

My name is Natalie, I'm from Ireland and really enjoy studying in Scotland. It's a great experience being away from home. On my way to class this morning the bus broke down; had to walk up to the uni from the very bottom, which made me later than I already was.

title: User:Nmm00005


text:
Performing arts education in Australia

Performing arts education in Australia refers to the teaching of different styles of creative activity that are performed publicly. The performing arts in Australia encompasses many disciplines including music, dance, theatre, musical theatre, circus arts and more. Performing arts education in Australia occurs both formally and informally at all levels of education, including in schools, tertiary institutions and other specialist institutions. There is also a growing body of evidence, from the Australian Council for the Arts and the Parliament of Australia, showing that First Nation's participation in the arts and culture has significant economic, social and cultural benefits to Australia and further supports the outcomes of the Australian governments ‘Closing the Gap’ campaign. There has been an increasing number of scholarships opening up in educational institutions for Indigenous Australians aimed at encouraging this participation in the arts.

History of performing arts education in Australia
The first Australian Educational Curriculum, drawn up in Victoria in 1872, was based on approximately 7 subjects, which were reading, writing, arithmetic, grammar, geography, drill, gymnastics as well as sewing and needlework for females. These were all skills or knowledge based subjects lacking creative and visual appeal. Therefore, in the early history of Australia, performing arts education was outsourced from schools and taught privately.

On 12 October 1924 Sir Bernard Heinze organised the first concert for children in Melbourne, which has been regarded as the first education project by an Australian performing arts organisation.

On 23 March 1974, the National Youth and Children's Performing Arts Association of Australia was created during the Adelaide Festival. The organisation was developed after the Australian Council for the Arts (ACA) formed a Youth Panel focused on improving the quality in performing arts for young individuals in 1972. Acting as a national organisation, the aims and objectives were outlined as follows: "1 To stimulate, promote and develop the performing and community arts by and for young people; 2) To encourage and co-ordinate the exchange of ideas and information between members, producing bodies, funding bodies, schools, colleges, universities and all interested persons through newsletters, journals, workshops and festivals; 3) To encourage and facilitate the exchange of personnel as widely as possible in the field."In the following year, the organisation became a constituted body and rebranded as the Australian Youth Performing Arts Association (AYPAA). The association began to fulfil its role through organising the Children's Programme for the Australia 75 Festival of the Arts and Science held in Canberra in March 1975. Contributed generously by funding from the Schools Commission, the program was a comprehensive educational experiencing ranging from performances by youth theatre groups and theatre-in-education companies to drama camps.

The amount of activity occurring in the performing arts sector grew quickly in the 1970s, as indicated by the records of the 1977 Directory of Youth Performing arts in Australia. In Queensland, the youth and junior Little Theatre movement flourished, in addition to theatre-in-education groups initiated by La Boite, the Queensland Theatre Company, Twelfth Night Theatre, and the Education Department. By then, youth orchestras, choral music activities, and dance were prevalent in most states.

A lot of the changes that improved performing arts education in Australia can be attributed to an enquiry into the major performing arts entitled ‘Securing the Future’’ headed by Helen Nugent in 1999, which lead to significant changes most notably an increase in the amount of government support for the sector through the Australia Council and what was then the Department of Communications, Information Technology and the Arts.

Music
In the 60s and 70s, the main teaching method for music education in Australian classrooms was ‘exploration.’ Introduced by music educators Carl Orff, Emile Jaques Dalcroze, R. Murray Schafer, and George Self, the technique of ‘exploration’ was a means of engaging students in making new music and sounds. These were often combined with formal theory lessons, however it was deemed that this learning style was not effective in student's music learning.

Towards the late 80s, a new direction on music education teachings was implemented. Performance, composition, and listening and the interrelationship between the components became central to music programs. One of the main changes in practical music studies was from the use of Orff instruments and recorders to classroom instruments and vocal music. More common classroom instruments included keyboard, guitar, and percussion.

In the 80s, optional small group instrumental music programs were offered by State Departments of Education except for New South Wales (NSW). As for NSW and most independent schools across Australia, instrumental teachers were either classroom teachers or hired externally by the school for individual lessons. Bands, orchestras, and facilities to support associated activities such as music camp were offered by all states.

Certificated courses were revised by the late 80s to allow students’ interests and requirements to be met more easily. The Year 12 syllabus was revised by most states to offer at least two music subjects, such as Performance and Theory in South Australia. Performance is the most assessed component and was weighted upwards from 25%. Another change was the shift away from norm-based assessments used in 70s and early 80s to criteria-based assessments. The proportion of internal and external examination varied by state.

Outside the classroom, most states provided students the opportunity to experience touring performing arts and music programs of various styles. For example, Queensland's art council had an extensive music program that offered over 4000 performances a year for school audiences.

Dance
Before dance education was included in the Australian Curriculum, the Theatre Board of the Australia Council held a Dance Education Conference in 1974 to initially communicate the issues of performing arts companies and its connection to Australian education. From 12 – 15 August 1977, there was another conference with 240 people in attendance. Discussed in the conference were of the major issues facing dance education in Australia. These included:

 * The articulation of dance to the broader community (professionals in the dance field)
 * The experimental “fringe” associated with finding a new articulation of dance
 * Education of dance teachers

Before 1991, dance educators in both public and private sectors had difficulty in categorically defining the framework of dance education. There was no unified teaching approach or facilities suitable for the dance like other arts subjects, such as visual arts, music, and drama. Some schools focused on performance and acquisition of technical skills of certain dance, while others taught mainly social forms of dance, which intended to provide students with the social skills they needed in the adult world. There were also very few courses that involved students to analyse, evaluate, and appreciate a dance work as students were not equipped with the skills and understanding to do so.

In a 1991 position paper, the Australian Association for Dance Education proposed a framework for dance studies in the P-12 curriculum, stating their purpose that:"Dance is part of the history of human movement, part of the history of human culture and part of the history of human communication. These three elements are brought together and realised through dance activity. Therefore, dance activity is an important factor in human social development (Gulbenkian Report 1981, p. 1)."The global framework proposed 3 key outcomes: making dance (composition), performance, and appreciation.

Drama
On 21 September 2015, the Australian Curriculum included The Arts for all students in the compulsory years of schooling under the new draft of the Foundation – Year 10 Australian Curriculum: The Art. Within this new published framework, drama is presented as one of the new arts subjects, along with dance and media arts. These were added to the traditional arts subjects of music and visual arts.

Integration into education
Performing arts education in Australia includes a plethora of disciplines, the most common being theatre, dance, music, musical theatre and circus. Dance and music are disciplines that are studied specifically as subjects in school, whilst other disciplines require specialist training from other institutions.

At a school level the Australian Education Curriculum includes 3 distinct subjects (Dance, Drama and Music) which come under the umbrella of the performing arts. These subjects are incorporated into student's learning from Foundation to the end of primary school. Individual schools are left to decide how this should occur. Students are then able to experience one or more arts subjects in depth in the first two years of secondary school (years 7 & 8) and then will be able to choose to specialise in one or more arts subjects in years 9 and 10. Each subject focusses on its own unique practices and terminology. Music is an aurally based practice where students will not only perform but listen to and compose music in a range of different styles and traditions. The aim of the subject is to gather and use knowledge of musical practices and musicians in order to critically analyse music. In drama, students are educated in using body language, speech, gesture and space to express and portray themes in both fictional and non-fictional contexts. They also explore how to respond and analyse to the drama performances of others. Dance involves the expression of meaning through movement and is where students develop skills in choreography, performance and the appreciation of dance. The Australian Curriculum of these subjects emphasises the close relationship of making and responding in the arts, and views understanding performing arts practices as just as important as performing.

The Australian Education Curriculum, notes that the complimentary partnership between the arts industry and the provision of the arts curriculum is integral in performing arts education. The industry provides opportunities for students to experience professional performances, demonstrations, artists in residence and gain access to performance facilities, as well as providing other services such as educational programs and teacher development. For example, the Australian School of Performing Arts (ASPA) are a prominent organisation for promoting performing arts education especially through their personal development programs for teachers. These programs help equip teachers with the knowledge, skills and resources to deliver exciting and meaningful performing arts programs in their schools.

New South Wales and Victoria are the only states in the country to have a funded department to support the arts. The ‘Arts Unit’ supported by the NSW State government provide statewide infrastructure and run programs for students inside and outside of school hours for all aspects of the arts. Each year over 44,000 students and 6,000 teachers are directly involved with programs run by the Arts Unit. The ‘Arts Unit’ also run the ‘Schools Spectacular’ annually, which is a performing arts show held at Qantas Credit Union Arena, to showcase the students talents from New South Wales public Schools. The show includes a cast of over 2300 dancers, a 2500-person combined choir, an 80-piece orchestra as well as a 25 piece stage band. The ‘Performing Arts Unit’ supported by the Victorian government helps give students of Victorian public schools the opportunity to participate in programs to do with dance, music, drama and visual arts. Over 20,000 students have been involved in educational experiences run by the Performing Arts Unit. Similarly to NSW, this unit also have a ‘Schools Spectacular’ showcase each year.

Funding to providers
Performing arts in Australia is provided in schools, tertiary institutions as well as other specialist institutions. State governments are responsible for providing funding to both primary and secondary schools as well as community organisations that teach the performing arts. While tertiary institutions also do receive some funding from state governments, 2020 reforms by the federal government led the price of arts degrees, in particular creative arts, increasing by 13%.

The ARTS8
The federal government provides funding support to the performing arts through the Office for the Arts. There are eight specific "national elite training organisations" which the government have funded for the past 30 years that aim to encourage "artistic and cultural excellence", making up the Australian Roundtable for Arts Training Excellence, or ARTS8. They are:

-      Australian Ballet School:

The Australian Ballet school, located in Southbank Victoria, is the national centre for elite vocational classical dance. The school aims to train dancers of the highest calibre who will then be able to move into The Australian Ballet and other professional dance companies. Students are able to study in the after school or full time programs.

-      Australian Film, Television and Radio School

The Australia Film television and Radio School (AFTRS) is a tertiary institution that provides several different courses in film and radio broadcasting. It is the only school in this sector in Australia to repeatedly make ‘The Hollywood Reporter's' list of the top film schools around the globe. It is located in the Entertainment Quarter in Sydney, New South Wales.

-      Australian National Academy of Music

Australia National Academy of Music's (ANAM) aim is to train outstanding young classical musicians. They offer year long performance programs for solo, orchestral and chamber musicians. Students may reapply after completing their first year for two extra years of training. It is located in South Melbourne, Victoria.

-      Australian Youth Orchestra

The Australian Youth Orchestra (AYO) offer musical development to the best young instrumentalists in Australia. They provide tailored training programs to younger emerging musicians all the way through to those wanting to pursue a professional career. Students can be anywhere between 12 and 30 years old. AYO is located out of Sydney, New South Wales.

-      The Flying Fruit Fly Circus

The Flying Fruit Circus are the only education institution in the country to offer a full time circus training program. The Flying Fruit Circus are an annexe built onto Wodonga Middle Years College in South Albury, New South Wales, for circus students from grades 3 to 10. Students from grades 10 to 12, or tertiary student have the opportunity to complete a two-year course which will accredit them with a certificate III in circus arts. This program is run in partnership with the National Institute of Circus Arts, Swinburne University and Wodonga Secondary Senior College.

-      NAISDA Dance College

The National Aboriginal Islander Skills Development Association (NAISDA) Dance College is a place of both learning and cultural connection for dance. The training includes guidance from professional dancers and choreographers. the college offers four accredited courses; Certification III, Certification IV, Diploma and Advanced Diploma of dance performance for Aboriginal and Torres Strait Islander Peoples. The college is located on Darkinjung land, which is north of Sydney, New South Wales.

-      National Institute of Circus Arts

The National Institute of Circus Arts (NICA) is a non-for-profit training organisation for talented circus performers. Through NICA students are able to complete a three-year Bachelor of Circus Arts course. NICA also offer recreational community programs, and are located in Prahran, Victoria.

-      National Institute of Dramatic Art

The National Institute of Dramatic Art is one of Australia's largest and most revered educational institutions that caters to multiple disciplines of the performing arts. NIDA offer undergraduate, graduate and diploma courses which allow students to specialise in areas such as writing for performance, technical theatre and stage management, acting, stage and screen performance and more.

Performing arts organisations as education providers
The threat of arts being marginalised in the school curriculum led to increasing pressure on performing arts organisations to be involved as education providers. This is articulated by Letts (1996) that a “classical music audience being fostered through schools is now in serious trouble. Performing arts organisations cannot afford to be passive in the quest to educate young audiences, indeed now more than ever they must share the responsibility equally with other providers of arts education.”

Notable Australian performing arts organisations that also act as education providers include the ABC Symphony Orchestra since 1924, and the Musica Viva In Schools program since 1981.

Indigenous performing arts education
Indigenous Australians have a rich and unique cultural and artistic expression which has a long deep rooted history. According to the Australia Council (OZCO) for the arts, performance in Indigenous cultures is about “expressing cultural belonging”. Performance is a part of several aspects of life in Indigenous culture including ceremony, celebration, storytelling, mourning and coming together to share events of Indigenous people's lives both past and present. In Indigenous culture performance encompasses acting, dancing, directing and dramaturgy. It is often a collaborative process and may integrate other visual art forms. It is through performance that Indigenous culture is transmitted and is seen a primary means of passing on laws and customs and sharing experiences as well as providing entertainment.

Indigenous performing arts education in the current Australian Curriculum
The Australia Council for the Arts (a government supported unit) have outlined protocols that should be considered and undertaken when educating about Indigenous culture. These protocols are aimed to endorse Indigenous cultural and intellectual property rights. They are based on themes of respect, Indigenous control, communication, consultation and consent as well as interpretation, integration and authenticity. Examples of such protocols in practice include knowing how to conduct an appropriate acknowledgement of country and understanding and researching the context and meaning of Indigenous language, songs, dances and symbols before interpreting or performing them. The protocols also heavily encourage consulting with Indigenous peoples and elders as much as possible when undertaking any performance or educational activity that involves Indigenous Australian culture.

Aboriginal and Torres Strait music studies is offered to students in Stage 4 (Year 7–8) and is mainly led by local/regional Aboriginal Education Consultative Groups (ACEG) and Aboriginal Elders. Students learn the characteristics of both traditional and contemporary Aboriginal music and how they co-exist in modern society. The first key outcome assessed is “performance”, where students learn, understand, and develop skills through performing in a range of musical styles and group sizes. An example assessment can include a performance of a song by a contemporary Aboriginal performance. The second key outcome is “composition”, in which students explore, experiment, and improvise with different notation and forms of technology in the composition process. The last key outcome is “listening”, where students extend their aural awareness and Aboriginal musical literacy. The history and development of Aboriginal dance style and meaning throughout time is taught to students in Stage 4 and 5 (Year 7–10). Traditional Aboriginal dance studies include analysing how culture, language, and tradition is preserved in the Aboriginal crane dance and Aboriginal dream time war dance. This is contrasted with studies about contemporary Aboriginal Dance, particularly by the Bangarra Dance Theatre, to highlight the shift in expression of Aboriginal culture in modern society. Students are also assessed on performing both traditional and contemporary Aboriginal dance.

The subject on playbuilding with Aboriginal Pedagogies is available for students studying Stage 5 (Year 11–12) Drama. The course is intended to draw on Aboriginal Pedagogies as a core framework for the playbuilding process. The first key outcome assessed is “making”, where students learn to explore, develop, and structure ideas in playbuilding using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies. The second and third key outcomes are “performing” and “appreciating” the process of playbuilding respectively. Teachers are expected refer to the ‘8 Ways’ Aboriginal Pedagogies image as students learn in order to value the connections between Aboriginal ways of learning and thinking to the playbuilding process.

Performing arts organisations as education providers
Some notable organisations that currently offer performing arts education specific to the culture of Indigenous Australians include the Aboriginal Centre for the Performing Arts, NAISDA Dance College, Blak Dance, Western Australian Academy of Performing Arts, and the Aboriginal Dance Theatre Redfern.

The Aboriginal Centre for the Performing Arts, run out of the Judith Wright Arts Centre in Brisbane, Queensland, is the only educational organisation that offers all disciplines of the performing arts focussing on Indigenous Australian culture. All Indigenous-identified schools in Australia are run on the principles of self-determination and self-management with Indigenous culture, history and values at their core.

Sir Bernard Thomas Heinze
Born on 1 July 1894, Sir Bernard Thomas Heinze was most known as an Australian conductor and the Director of the New South Wales Conservatorium of Music. He was regarded as a pioneer in the industry as he saw the advantages of performing arts organisations providing educational products. Inspired by the successes of orchestral concerts for children in New York, Heinze developed the first Australian concert for children in Melbourne on 12 October 1924.

Dame Peggy van Praagh
Born on 1 September 1910, Dame Peggy van Praagh was best known as a British ballet dancer and an advocate for dance education in Australia later in her career. With the help of Bernard James of the University of New England, Van Praagh founded several dance summer schools that were influential to shaping Australia's approach on dance education. She also assisted in forming the advocacy body, Ausdance (formerly Australian Association for Dance Education). Van Praagh became the coordinator of dance studies at the Western Australian Academy of Performing Arts, Edith Cowan University, Perth in 1982.

Shirley McKechnie
Born in 1926, Shirley McKechnie is regarded as an Australian pioneer of contemporary dance in her dancing, choreographing, directing, and educating activities. In 1945, McKechnie founded her first dance school with the support of the Ferntree Gully Arts Society. She opened a second school in Beaumaris, Melbourne in 1955, which became the foundation for her career as a teacher, choreographer, and dance director. In 1963, McKechnie established the Australian Contemporary Dance Theatre, where she was the director and main choreographer for its first 10 years. After graduating from Monash University, McKechnie created and coordinated the first degree course in dance studies at an Australian tertiary institution, which was offered at Rusden College (now Deakin University) in 1975. As an advocate for dance education, McKechnie co-founded the Australian Association for Dance Education (now Ausdance) with other notable educators such as Dame Peggy Van Praagh. She also founded the Tertiary Dance Council of Australia and the Green Mill Dance Project.

Specialist performing arts education in primary schooling

 * Hunter School of the Performing Arts
 * The McDonald College

Specialist performing arts education in secondary schooling

 * Australian Performing Arts Grammar School
 * Campbelltown Performing Arts High School
 * Conservatorium High School
 * Granville South Creative and Performing Arts High School
 * Ku-ring-gai Creative Arts High School
 * Nepean Creative and Performing Arts High School
 * Newtown High School of the Performing Arts
 * Northmead Creative and Performing Arts High School
 * The McDonald College
 * Wollongong High School of the Performing Arts
 * Victorian College of the Arts Secondary School

New South Wales is the only state to have selective high schools specifically dedicated to the performing arts. NSW has 9 government, and 4 non-government selective schools for students who wish to excel in this sector.

Specialist performing arts education in tertiary schooling

 * Aboriginal Centre for the Performing Arts
 * Academy of Film, Theatre & Television
 * Academy of Music and Performing Arts
 * Actors Centre Australia
 * Adelaide College of the Arts
 * Australian Ballet School
 * Australian Dance Institute
 * Australian Institute of Music
 * Australian National Academy of Music – Dramatic Arts
 * Australian Performing Arts Conservatory
 * Bangarra Dance Theatre
 * Box Hill Institute
 * Excelsia College
 * National Aboriginal Islander Skills Development Association
 * National Institute of Circus Arts
 * National Institute of Dramatic Art
 * Victorian College of the Arts
 * Western Australian Academy of Performing Arts

title: Performing arts education in Australia


text:
CORBA Programming

CORBA stands for Common Object Request Broker Architecture. The original idea was to create a single universal standard for how objects across different platforms, programming languages, and network protocols can communicate with each other in a seamless manner. For example, an application developed on say a Sun Workstation running Unix under the programming language C needs to communicate by virtue of some well defined standard interface (the accepted contract) to an Intel-based PC running Windows 2000 developed under Pascal. Without such a standard both sides need to negotiate all the details including the transport protocols.

The CORBA standard defines general interface standards that can be supported by different programming languages. It also defines the quality and robustness of the communication, error handling, and recovery. The standard does not cover implementation details, but only specifies the general interface language (IDL) used across all supported languages, exception handling specification, a special transport protocol called IOP that sits on top of TCP/IP, as well as the specific programming language mappings. Using the IDL, an implementation for the specific platform-dependent object is generated which can be compiled using the supported language.

Table of Contents

 * /Concepts/
 * The Echo Examples
 * The Server
 * The Client

Wiki

 * CORBA
 * Ada Programming
 * Ada Programming/Libraries/Distributed/PolyORB
 * ACE+TAO Opensource Programming Notes

Object Management Group

 * Ada Language Mapping Specification
 * Interface definition language

Authors and Contributors
This Wikibook has been written by:
 * Martin Krischik (Contributions)

title: CORBA Programming


text:
User:Samelise24/be bold

Being bold is one of the most important tenants here at Wikipedia. en.wikipedia.org/wiki/Wikipedia:Be_bold

title: User:Samelise24/be bold


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Talk:Bryce Stringam

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title: Talk:Bryce Stringam


text:
Wikipedia:Articles for deletion/Elizaveta Shanaeva

The result was moved to draft; also salting to require administrative review before any draft is moved back to mainspace. All keep !votes are from inexperienced editors and likely sockpuppets. bd2412 T 14:47, 2 October 2019 (UTC)

Elizaveta Shanaeva

 * – ( View AfD View log  Stats )

Meets neither WP:GNG or WP:NSKATE  Onel 5969  TT me 19:09, 23 September 2019 (UTC)
 * Note: This discussion has been included in the list of Sportspeople-related deletion discussions. Shellwood (talk) 19:17, 23 September 2019 (UTC)
 * Note: This discussion has been included in the list of Russia-related deletion discussions. Shellwood (talk) 19:17, 23 September 2019 (UTC)

Independence source : — Preceding unsigned comment added by Yoniiieei (talk • contribs) 03:44, 24 September 2019 (UTC)
 * Keep Does meet #7 at Wikipedia:WikiProject Figure Skating/Notability. Skaters who qualify to the Junior Grand Prix Final can be presumed to have the ability to compete in the free skate at the World Junior Championships (criteria #2 at WP:NSKATE; only 6 teams can qualify to JGPF whereas 20 ice dance teams would compete in the free dance. Articles have been created for skaters at similar points in their skating career (i.e. qualified to JGPF, but have not yet competed at World Junior Championships) without being flagged for deletion; for example, Avonley Nguyen / Vadym Kolesnik and Anna Shcherbakova, Kamila Valieva.

simply meet both WP:GNG or WP:NSKATE. (wrote reasons and news articles below with tagging comment) — Preceding unsigned comment added by Joanaones (talk • contribs) 05:57, 24 September 2019 (UTC)
 * Keep.

 * Strong Keep strike dupe vote. Onel 5969  TT me 01:55, 1 October 2019 (UTC)
 * comment - neither of the valid keep !votes are based on policy.  Onel 5969  TT me 01:55, 1 October 2019 (UTC)

Articles for deletion/Log/2019 September 22 — Preceding unsigned comment added by Yoniiieei (talk • contribs) 23:15, 30 September 2019 (UTC)
 * comment(revise after striked) She is Russian ice dance pair of “Elizaveta Shanaeva/Devid Naryzhnyy” (which means they have same ground) and Devid Naryzhnyy’s article was judged to be kept yesterday:

 * Delete or Draftify I think this is a case of WP:TOOSOON. I think this article was created in anticipation of her appearance at a WP:NSKATE event (that should happen sometime in the next ~year).  Draftifying allows preserving the already entered information until the upcoming event (when more articles are expected but not guaranteed).  Rockphed (talk) 13:32, 1 October 2019 (UTC)

Elizaveta Shaneva/Devid Naryzhnyy intervewing with Ted Barton (Notability on  WP:NSKATE-#2 Heads of national and international federations. #3 major national figure skating hall of fame) when they’ve qualified the Finals. (posted on official ISU chanel) https://youtu.be/THGV_kfdAWQ Only 6 winning pair can be interviewed by him and be posted on ‘official ISU chanel’ above  80 ice dance pairs. As a former figurenskater at this point(first half of the season) for likely to search on wikipedia is ‘who qulified for finals and who are them?’ to figureskating fans. Because final is the only the biggest international event of 2 big events beld by ISU. (another one is Junior Championship which will held only 3 months later.)
 * Keep meets WP:GNG

,, over 20 news articles from Sports.ru : (Sports.ru on Russia Wikipedia) Interviewed by Press officer of FigureSkating Federation of Russia and both articles posted on the official page of Federation of Russia, Can be found on google : News from U.S. Figure Skating , News from Archworlds.com
 * comment (updated after additional sources found to support it meets WP:GNG) - Two reliable sources with sufficient depth-of-coverage; News posted on International Skating Union

As rule WP:GNG specifically wroted “Reliable” : as Sources may encompass published works in all forms and media and ‘in any language’, these News are all from googling her name with Russian(Шанаева Елизавета). only brought News having her pictures and their name on the main title of the news to verify “Significant Coverage” and “Reliable”. 1., 2., 3., 4., 5., 6., 7., 8., 9., 10. and there are plenty of video(media) of her competiting only by googling her name. 11. plenty of photo articles published by Getty Images (of her competing and getting on the podium at “international competitions” organized by International Skating Union)

12.Notability clearly says “ Q3: If a sports figure does not meet the criteria specified in a sports-specific notability guideline, does this mean he/she does not meet Wikipedia's notability standards? A3: No, it does not mean this—if the subject meets the general notability guideline, then he/she meets Wikipedia's standards for having an article in Wikipedia, even if he/she does not meet the criteria for the appropriate sports-specific notability guideline. The sports-specific notability guidelines are not intended to set a higher bar for inclusion in Wikipedia: they are meant to provide some buffer time to locate appropriate reliable sources when, based on rules of thumb, it is highly likely that these sources exist.“

13.International Skating Union rulebook’s definition of ISU Grand Prix of Figure Skating:The ISU Grand Prix of Figure Skating (known as ISU Champions Series from 1995 to 1997) is a series of senior international figure skating competitions organized by the International Skating Union and The junior-level equivalent is the ISU Junior Grand Prix. Note that events such as the Olympic Winter Games and the ISU Grand Prix of Figure Skating are not ISU Championships however, they do count towards Personal Best scores and World Ranking.(ref:ISU World Standings and Season's World Ranking) So qualifing Junior Grand prix final can be regarded as WP:NSKATE #2.(Skater’s articles created and remain on same reason as : Kamila Valieva, Anastasia Tarakanova,Viktoria Vasilieva,Andrei Mozalev,Daniil Samsonov) — Preceding unsigned, comment added by Joanaones (talk • contribs) 01:25, 2 October 2019 (UTC) User was created the day after this and another related AfD were opened. Almost all of the edits of this user were on those two AfD's. Onel 5969  TT me 11:49, 2 October 2019 (UTC) Hmm... is there any probelm with it? I simply saw on figure skating forum one of russian ice skater’s article is about to be delete because of the lack of the knowledge on FS so I came and which is true. here I came, watched over and added my own opinion. Didnt know wikipedia has this many skater’s article!! and I think it’s really delightful thing as a old figure skating fan😊 Wish my humble opinons can contribute to talented figure skaters who mark their names in this field. thanks to this special ocaasion i think i can contribute other articles too! Guess there is no point to put rage unless you are taking russian ice dancers personally? (I believe not❤) I simply think there is no reason this article has to be delete and reason is I wrote on there so... If administrator consider my acts as a backfire i feel 100% fine to erase my vote but wish they consider deeply on my comments below.

user:Sunyou31 erased the proposed flag with reasonable explanations.: (Qualification for the Junior Grand Prix Final suggests a level of skill equal to #2 in WP:NSKATE – competing in the free skate at World Junior Championships). But User:onel5969 once again ignored the explanations and put Nominated for deletion “right away”. As Guide to deletion - on “Nomination” said there are like 20ways before considering the nomination. User didnt engaged on previous AFD she flagged but after it got keeped yesterday and I informed her it got keeped so she should not put flag on JGP Final qualifiers (somewhat in harsh words i admit) and she suddenly put her every effort on this AFD. At this moment I won’t mind it got deleted but I wish User:onel5969 reads the Nominated for deletion carefully and do as it says next time. : First do the necessary homework and look for sources yourself, and invite discussion on the talk page by using the notability template, if you are disputing the notability of an article's subject. The fact that you haven't heard of something, or don't personally consider it worthy, are not criteria for deletion. You must look for, and demonstrate that you couldn't find, any independent sources of sufficient depth. See WP:Before. Check the "what links here" link to see how the article is being used within Wikipedia.p Check interwiki links to pages "in other languages" which may provide additional material for translation. Read the article's talk page, which may provide reasons why the article should or should not be deleted. It clearly proved you didnt research in other language, didnt find “what links here” link(because there were almost 10 links of her name), and you didnt find independent sources either. And also ignored “Read the article's talk page, which may provide reasons why the article should or should not be deleted”. I understand your hard working on Wikipedia and i appreciae it but at least you can consider every possibility as the guidline says. I think it’s fine to delete the article. At first I was surprised and feel wrong by there were no problems with plenty of single skaters who has the same base and only the article i’ve invested on Ice dancers got flagged “here” but now I admit it can happen and I feel fine with it.
 * comment I am sorry but User:onel5969 is taking this unreasonably. I admit I got upset and said harsh words at her talk page but this is wrong. First of all I want to ask the user she really read Guide to deletion - on “Nomination” and followed the process? To he honest it wasnt me erased the proposed flag she(or he) marked on Elizaveta Shanaeva. Can check on edit of the article.


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Wikiversity:Wikiversity students

"Learning is the product of the activity of learners." -John Holt

Wikiversity Scholars Wikiversity is devoted to active learners who are self-motivated explorers of the world we live in. Wikiversity does not strive to be a conventional university, but Wikiversity can trace its spirit of scholarship back to the origins of the modern university.

The word "university" is derived from the Latin “universitas”, which is short for "universitas magistrorum et scholarium", meaning roughly "community of masters and scholars". According to David C. Lindberg in his book The Beginnings of Western Science, "guild" is a good term to use to describe such a "community of masters and scholars". The idea of teachers and students banding together was part of the movement towards trades and crafts forming what came to be known as guilds.

When the first universities were formed, elementary education included language skills and basic mathematics. The entry level of university education eventually evolved into what we know as a liberal arts education. Originally, a typical age for starting participation in university education was about 14. Typical undergraduate topics were philosophy and "advanced" mathematics such as geometry. Students might typically learn astronomy and astrology according to Ptolemy. This is the level of education that is today found in American High Schools. It should be expected that as High School students mature cognitively and socially they will be able to participate in Wikiversity. Some more precocious students from pre-High School grades may also benefit from Wikiversity.

The Name
Some people object to the name "Wikiversity". It has been suggested that the name "Wikiversity" is too centered on higher education and that the main Wikimedia educational project should also include content that is for less advanced students. In the "learning as collaboration" model of wiki-assisted learning, each student must take responsibility for their education and utilization of available online resources.

It is not clear that the youngest students can fully participate in an online learning experience in a wiki environment. Dull participation is not just "point, click, read". Developmental psychologists such as Erik Erikson have attempted to characterize stages in human cognitive development. In Piaget's theory of cognitive development, the capacity for abstract thinking and drawing conclusions from collections of information does not usually develop until after age 12. According to Erikson, children learn to interact constructively with peer groups during the period from age 12 to 18. It can also be argued that these are important social skills that need to be learned in the "real world" where all sensory modalities can be utilized, not under the restricted conditions of sensory deprivation that apply to online communities.

Wikiversity does include online educational resources for all grade levels. For young students, the use of such materials should probably be in a setting where they have direct contact with other people.

Where to start
If you like the idea of a learning environment where you are in control and you are free to learn about those topics that most interest you, then Wikiversity is for you. If you are looking for a quick answer to a question, try the Help desk. If there is a conventional subject area that you want to explore, try browsing this List of Wikiversity schools. Wikiversity is built around learning projects. You might be able to match your interests to an existing project or start a new one.

title: Wikiversity:Wikiversity students


text:
Wikipedia:Sockpuppet investigations/Hugh 3476/Archive

Suspected sockpuppets

I suspect that User:Hugh 3476 may be using IP addresses for disruptive editing on rugby league articles, concerning the addition of unsourced birthplaces on BLP articles (which the IP/s admit are guesses. I began removing these a couple weeks ago and immediately IPs began reverting. Once blocked, the IPs would change and continued until the pages in question were locked. On at least one occasion they removed an AIV report on them.

The reason I suspect Hugh is because this user has added the majority of these suspect birthplaces and in March had an IP remove a comment from his user talk (which Hugh often does, but while logged in). This IP (<IP_ADDRESS>) was very similar to those above.

I hope this isn't the case as Hugh can be a good user (lack of communication and sourcing issues aside). Unfortunately as of today these disruptive edits are continuing. Jevansen (talk) 01:19, 21 July 2019 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
We don't publicly disclose the IPs of named accounts. CU declined.--Bbb23 (talk) 13:31, 21 July 2019 (UTC)
 * you blocked this IP range just recently for block evasion. Can you offer any input here? Ivanvector (Talk/Edits) 13:05, 28 August 2019 (UTC)
 * I blocked following an AIV report for IP-hopping disruptive editing here; this that case, obviously the same user from two different ranges. I'm not familiar with User:Hugh 3476. OhNo itsJamie Talk 13:10, 28 August 2019 (UTC)

 * Hugh 3476 and are ✅. . . Closing.--Bbb23 (talk) 23:49, 22 September 2019 (UTC)

Suspected sockpuppets

See below. — Berean Hunter   (talk)  13:07, 6 November 2019 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments
✅

— Berean Hunter   (talk)  13:23, 6 November 2019 (UTC)
 * All blocked, tagged, nothing for G5, closing. Cabayi (talk) 10:44, 7 November 2019 (UTC)

Suspected sockpuppets
The user has made regular disruptive edits to 'List of [NRL club] players' pages, such as List of Brisbane Broncos players and List of Melbourne Storm players. The user insists, with very little communication, that players who debut in the same game be ordered alphabetically. While this is the convention officially adopted by some NRL clubs, the user is being disruptive by removing verified variations and exceptions to this, such as the inaugural club captain being honoured as player #1 or same game debutants instead being ordered by their jersey number. The user otherwise appears to be reliably updating these pages regularly, making it more difficult to revert the disruptive edits.

Here are some examples of the puppeteer and the puppets reordering the list of players and removing references:

The user is also making use of IP addresses, almost never using the same IP address more than once, to make these disruptive edits.
 * List of Penrith Panthers players, edit war between several IP addresses and multiple users from about January 2022 to present. The pattern evident to me that is that after an IP address has made a disruptive edit, either Afterbrew or Red and Green Forever will make an update to the statistics (if required) within a few hours. For example, see and  by Afterbrew, and  and  by Red and Green Forever.
 * List of Penrith Panthers players, edit war between several IP addresses and multiple users from about January 2022 to present. The pattern evident to me that is that after an IP address has made a disruptive edit, either Afterbrew or Red and Green Forever will make an update to the statistics (if required) within a few hours. For example, see and  by Afterbrew, and  and  by Red and Green Forever.

Red and Green Forever has also added rugby league players to WP:DOY pages and, which is consistent with sockpuppet accusations made against Afterbrew in April 2021.

The IP addresses used by this user is probably a few dozen or more, but I will compile a list if desired. Please let me know if there is anything I can clarify to assist you. Narkova (talk) 12:23, 21 June 2023 (UTC)

Comments by other users

Clerk, CheckUser, and/or patrolling admin comments

 * Since nobody has seen sufficient evidence to block over this past month and a half (the other two accounts were already blocked), I'm going to mark this case as closed due to insufficient evidence. Reaper Eternal (talk) 16:18, 8 August 2023 (UTC)


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Online OsiriX Documentation/Managing your local OsiriX database

< ^ >

Two things are important to understand about your local database:

 * 1) If you receive your images with the DICOM listener, they are stored in the “DATABASE” folder in the “OsiriX Data” folder, located in your “Documents” folder. OsiriX will manage these files. This means that if you delete them from the “Local Database” window, Osirix will definitively delete these files.
 * 2) If you import your files with the “Import” button or menu item, OsiriX can either keep a link to these files or copy them in the “DATABASE” folder. This means that if you delete them from the “Local Database” window, OsiriX will either delete the links to files or delete files located in the “DATABASE” folder.

OsiriX keeps information of all images in the “DATA.DAT” file. This file is located in the “OsiriX Data” folder.

This file can be deleted. It does not contain any important data, only links to DICOM files.

You can also rebuild the database at any time. This will delete the “DATA.DAT” file and reconstruct a new one. Simply select Rebuild Database from the File menu. This function will re-scan all files displayed in the “Local Database” window, remove all unavailable files and add all files available in the “DATABASE” folder (received from the PACS network).

You can modify the database management in the Preferences window.

''The Preferences window. ''

The “OsiriX Data” folder:

 * “DATABASE” folder contains ‘local’ DICOM files.
 * “INCOMING” folder contains temporarily files that are received by the listener.
 * “TEMP” folder contains files during conversion time. This folder is deleted when you exit OsiriX.
 * “ROIs” folder stores ROIs of DICOM images.

OsiriX < ^ >

Documentación en línea de OsiriX/Administrar una base de datos OsiriX local Documentation en ligne de OsiriX/Administrer une base de données locale OsiriX OsiriX オンライン解説文書/OsiriX入門 ローカルデータベースを管理する


text:
File:ArtRage2ColorBlackOrange.jpg

Used with the WikiU Film School Lesson on how to draw thumbnail storyboards with ArtRage2 free version.

title: File:ArtRage2ColorBlackOrange.jpg


text:
Lewis Hatchett

Lewis James Hatchett (born 21 January 1990) is an English former cricketer. Hatchett is a left-handed batsman who bowls left-arm medium-fast. He was born at Shoreham-by-Sea, Sussex, and was educated at Steyning Grammar School. He was born with Poland syndrome, meaning that he was born without a right pectoral muscle and two ribs.

Hatchett made his first-class debut for Sussex against Cambridge MCCU at Fenner's in May 2010. He claimed his maiden first-class wickets during the match, with the wickets of Stephen Gray and Anand Ashok in Cambridge MCCU's first-innings and Rob Woolley and Peter Turnbull in their second-innings. In July 2010, he made two appearances in the County Championship against Middlesex and Leicestershire. It was against Leicestershire that he claimed his maiden five wicket haul, with figures of 5/47 in Leicestershire's first-innings. He made one further appearance in that season's County Championship, against Worcestershire. At the end of that season, he signed a three-year contract with Sussex, with coach Mark Davis stating "He's an exciting prospect, a left-armer who swings the ball and he's destined for a long and successful career."

When not on Sussex duty, Lewis has played club cricket for East Grinstead Cricket Club in West Sussex, since 2009.

He made just one first-class appearance in 2011, against Oxford MCCU at the University Parks; he again made a single first-class appearance the following year, against Surrey in the County Championship at The Oval.

In September 2016 he retired from cricket following medical advice.

title: Lewis Hatchett


text:
Academy of Performing Arts in Prague

The Academy of Performing Arts in Prague (Akademie múzických umění v Praze, AMU) is a university in the centre of Prague, Czech Republic, specialising in the study of music, dance, drama, film, television and multi-media. It is the largest art school in the Czech Republic, with more than 350 educators and researchers, and 1500 students.

The academy consists of three faculties: a Film and TV School (FAMU); Music and Dance Faculty (HAMU); and Theatre Faculty (DAMU), offering Bachelor, Masters, and Doctoral level courses, as well as conducting artistic research, and in some departments also research in art history and theory. AMU has two cross-faculty pedagogical facilities: a Languages Centre and a Sports, Rehabilitation and Movement Centre. The university also has two facilities outside Prague designed for residential multi-day creative projects.

History
The Academy of Performing Arts was founded by a Presidential Decree of 27 October 1945, and opened to students the next year, in the winter semester of 1946. The establishment of the school was initiated by a group of artists and writers, including Jindřich Honzl, Jiří Frejka, and František Troster, during World War II. Professors of the older Prague Conservatory also supported the idea of transforming the former maestro school into a university. Writers, artists and other film-makers with practical experience in the film industry, including Jaroslav Bouček, Karel Plicka, Otakar Vávra, Ivan Olbracht, Vítězslav Nezval, and Antonin Brousil, contributed to the school’s future curriculum, designing it to reflect new trends in post-war film development. Later the Film Studio and the DISK theatre, belonging to the Theatre Faculty, were added. The Opera Studio of the Music Faculty also uses the DISK theatre. When the medium of television emerged, the Film and TV School began offering programmes for TV specialists. It also has a department with a still photography curriculum.

Faculties
The Academy of Performing Arts consists of a Film and TV School (FAMU), Music and Dance Faculty, Theatre Faculty, and a rector’s office. Besides the DISK theatre and Film Studio, the Academy's teaching facilities include sound and photography studios, laboratories, workshops, dancing and training halls. The Lichtenštejn Palace, renovated in 1991, contains a grand concert hall dedicated to the Czech composer Bohuslav Martinů and the Inspirace theatre.

The Academy owns out-of-town practice and teaching centres in Poněšice and Beroun. The Study and Training Centre in Poněšice, South Bohemia, is situated on the River Vltava River, and is used for special training programmes, sports and language courses for students and other users. The Study, Training and Accommodation Centre in Beroun, 30 kilometres west of Prague, is used for training and study activities and workshops for DAMU, HAMU, FAMU and Studio FAMU.

Theatre Faculty (DAMU)
The Theatre Faculty of the Academy of Performing Arts in Prague (DAMU) was established in 1945 as part of the newly created arts university. Teachers at the faculty have included prominent personalities of modern Czech theatre including Otomar Krejča, František Tröster, Ivan Vyskočil. DAMU is a member of the European League of Institutes of the Arts (ELIA) and the European network on cultural management and policy (ENCATC).

Film and TV School (FAMU)
The Film and TV School of the Academy of Performing Arts in Prague (FAMU) was established in 1946, as the world’s fifth university-level arts school with a programme in film education. At the end of the 1960s, a number of the school's graduates emerged as part of the Czechoslovak New Wave movement, including Věra Chytilová, Miloš Forman, and Jiří Menzel. Later graduates of the school to receive international acclaim included Agnieszka Holland, Emir Kusturica, and Jan Svěrák. FAMU is a founding member of the International Association of Film and Television Schools (CILECT), and a member of ELIA and the European Grouping of Film and Television Schools (GEECT).

Music and Dance Faculty (HAMU)
The Music and Dance Faculty of the Academy of Performing Arts (Hudební fakulta Akademie múzických umění v Praze; HAMU) was established in 1945 as one of the academy’s three components, as a successor to the master school of the Prague Conservatory. The school provides education in the fields of music and dance in Czech and English at Bachelor, Masters and doctoral levels. The faculty has 12 departments (the Departments of String, Keyboard, Wind and Percussion Instruments, Jazz Interpretation, Voice and Opera Directing, Musical Sound, Theory and History of Music, Conducting, Composition and Pantomime). The faculty also includes three research facilities: the Institute of Music Theory, the Institute for Dance Theory, and the Musical Acoustics Research Centre (MARC). HAMU is the organiser of the orchestral cycle "The Best" and the Skrznaskrz festival, which features collaborations between all three AMU faculties as well as other fine arts schools.

Academics
The academy offers bachelor's, master's, and doctoral programmes in art of music, art of dance, art of drama, art of film, TV and photography, and new media. Bachelor's programmes usually last three years and students receive a bachelor of arts degree (BA). Master's programmes usually take two further years. After passing the state examination, students receive a master of arts degree (MA). Doctoral programmes are established at all the faculties. On passing a doctoral examination and presenting a doctoral theses, students are awarded doctorates (PhD). The academy offers other special courses outside the regular academic programme, some of which can be used as credit.

Students at the academy are only accepted after completing secondary school education and successfully passing entrance exams. Each faculty has its own requirements for the entrance exams.

The official language of instruction of the course units is Czech, but each faculty offers some degree programs in English. A limited number of short-term courses are taught in English or in German, and for others a preparatory course in Czech is necessary.

Facilities and student services
AMU has a library with more than 180,000 volumes of academic literature, sound recordings and audio-visual works, and students are also entitled to use other libraries free of charge, such as the University library and the library of the Czech Academy of Sciences. Students of the academy have free or discounted entry to some cultural events, such as theatre performances, concerts, exhibitions, lectures and films. The academy has co-operative links with other schools in the Czech Republic and internationally, which include artistic competitions, festivals, and reciprocal exchange performances.

AMU's facilities include theatres, film and television studios, and concert halls. A university publishing service, AMU Press (NAMU), publishes literature about AMU artistic activities. The final projects of students studying disciplines with a significant graphic component are exhibited in the AMU Gallery (GAMU), which also hosts one-off thematic exhibitions. AMU has two halls of residence: one on Hradební Street in the centre of Prague, reconstructed in the academic year 2006/07, and another on the southern outskirts of Prague. The academy's Language Centre provides classes in English, German, French, Spanish, Italian, Russian and Czech for students and employees. The AMU Sports, Rehabilitation and Movement Centre organises various sports activities for students.

FAMU
Several of the directors considered part of the Czechoslovak New Wave attended FAMU, including Miloš Forman (b. 1932), Jiří Menzel (b. 1938), Jan Němec, Juraj Jakubisko, Věra Chytilová, Ivan Passer, and Vojtěch Jasný.

Also among FAMU's alumni are a group of Yugoslav film directors known as the Praška filmska škola (Prague Film School) who rose to prominence in the 1970s after graduating from FAMU. Five prominent Yugoslav directors born from 1944 to 1947 attended classes at FAMU: Lordan Zafranović (b. 1944), Srđan Karanović (b. 1945), Goran Marković (b. 1946), Goran Paskaljević (b. 1947), and Rajko Grlić (b. 1947). Emir Kusturica (b. 1954) also attended FAMU, graduating in 1978, and is also sometimes considered a member of the Praška škola. Cinematographers Živko Zalar (who has worked with Grlić, Karanović and Marković), Predrag Pega Popović (who has worked with Zafranović and Marković), Vilko Filač (who has worked with Kusturica), Valentin Perko, and Pavel Grzinčič, also studied at FAMU.

HAMU

 * Sylvie Bodorová (born 1954), Czech composer
 * Karel Fiala (born 1925), Czech operatic tenor, studied at HAMU 1952-55
 * Michaela Fukačová (born 1959), Czech cellist
 * Simon Gjoni (1925–1991), Albanian composer and conductor, studied at HAMU 1952-58
 * Pavel Hůla (1952–2021), Czech violinist and music teacher, was both a student and professor at HAMU
 * Hana Jonášová, Czech operatic soprano
 * Jana Jonášová (born 1943), Czech operatic soprano, studied at HAMU and is also a current faculty member
 * Naděžda Kniplová (1932–2020), Czech operatic soprano, studied at HAMU 1954-58, faculty member since 1991.
 * Josef Páleníček (1914–1991), Czech pianist, was a professor at HAMU from 1963
 * Ivan Romanoff (1914–1997), Canadian conductor and violinist, studied at HAMU 1947-49
 * Edvard Schiffauer (born 1942), Czech composer
 * Norodom Sihamoni (born 1953), King of Cambodia, studied classical dance and music at HAMU, graduating in 1975
 * Olivier Thouin, Canadian violinist
 * Saša Večtomov (1930–1989), Czech cellist and music teacher, was both a student and professor at HAMU
 * Ludmila Vernerová (born 1962), Czech operatic soprano
 * Tomáš Víšek (born 1957), Czech pianist, studied at HAMU from 1976-84

title: Academy of Performing Arts in Prague


text:
Talk:Olia Burtaev

External links modified
Hello fellow Wikipedians,

I have just modified one external link on Olia Burtaev. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20120615012822/http://www.qldsynchro.org.au/news.html to http://www.qldsynchro.org.au/news.html

Cheers.— InternetArchiveBot  (Report bug) 14:59, 9 May 2017 (UTC)

title: Talk:Olia Burtaev


text:
Talk:Don Was

Lions
Did Don Was also play the bass on the Black Crowes' album Lions? <IP_ADDRESS> 12:22, 26 October 2007 (UTC)

title: Talk:Don Was