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R768 road (Ireland)

The R768 road is a regional road in Ireland which connects J7 (Bray South) of the N11 to the junction of the R761 at Irishtown, Bray. The road is commonly known as the Southern Cross or the Southern Bypass, though it is officially known as the Southern Ring Road.

Route
The route begins at the Kilcroney Interchange (J7 Bray South/Greystones North), which is one of the busiest junctions in the country. The route crosses the N11 and meets the Ram Roundabout. The R768 then travels east through the majority of Bray's southern suburbs, including Ballywaltrim and Kilruddery. The route terminates in Irishtown at the roundabout with the R761.

source: wikimedia

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

title: R768 road (Ireland)


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Talk:Syllable Desktop

Linux Format
According to the website, Syllable is due to be featured in the April 2006 issue. A reference to that would be very helpful when it comes out. HTH HAND —Phil | Talk 13:31, 20 March 2006 (UTC)

 * Followup to above comment: the article was published; discussed in news post and forums. As the article author, I hope to get a PDF up soon, to which we can link on the Wikipedia page. As an aside, I'm intrigued that a small but very active operating system project can be 'proposed for deletion' as per Wikipedia's guidelines! Especially when a tiny text-mode browser for the Amiga is acceptable :-) -- Mike Saunders, 23:02, 26th March 2006 (BST)

 * Well, the thing is, anyone can propose an article for deletion, it doesn't mean that much .. the article didn't make mention of why it's at all interesting or notable, so it's easy to assume that it's just a vanity software article, and everyone in the AfD did vote to keep it. :) --Fuzzie (talk) 22:24, 26 March 2006 (UTC)

 * Ah, I see! Thanks. It certainly does need some info on its background and what it's striving to offer over other free OSes -- I'll have a think. -- Mike Saunders, 10:43, 27th March 2006 (BST)

Release Date
The website and software info box both state that v0.6.1 was released on May 21st, but the article says "The latest version is 0.6.1, released on May 10, 2006." So which was it? -- Jeremyharmon 20:31, 10 June 2006 (UTC)
 * Looks like May 21st, http://www.syllable.org/story.php?id=234 -- Jeremyharmon 05:46, 30 June 2006 (UTC)

UNIX-like?
The AtheOS site says it is not a UNIX clone. Is Syllable a really UNIX clone?--Dojarca 15:22, 7 October 2007 (UTC)

UNIX-clone and UNIX-like (*NIX) are two different terms - and as such have different spellings; which is why there are two seperate words in the first place. --Nobody 22 October 2008 —Preceding unsigned comment added by <IP_ADDRESS> (talk) 20:58, 21 October 2008 (UTC)

Is AtheOS/Syllable AmigaOS-like? According to [this source] "there is not one thing (except the window border-look) resembling the (classic) AmigaOS in AtheOS" (Kurt Skauen). As I see neither AtheOS or Syllable are AmigaOS-like. 17:59, 1 December 2008 (UTC)

The List_of_operating_systems page on Wikipedia lists Syllable Desktop under "Non-Unix-Like". Which is correct now? --Mydoghasworms (talk) 06:04, 16 September 2015 (UTC)

ABrowse merger
At the moment, there's a question to whether or not ABrowse is notable enough to have its own article. As it appears to be Syllable's default web browser, I think it may have a chance. But if it can't hold on its own, it may have to be merged here. -- w L <speak·check> 11:19, 22 March 2008 (UTC)

 * I'd say ABrowse is notable enough: it uses WebKit and was the first browser outside of the KDE project to use the KHTML engine. If browsers such as abaco or Skiptone are considered notable, so should ABrowse. What the ABrowse article really needs is a clean up and better content, which is something I intend to do. Vanders999 (talk) 11:43, 9 April 2008 (UTC)

 * If Konquerer gets its own separate article independent of KDE - even though it's in-separably linked to the K Desktop Environment (runs within it - and depends upon some common KDE packages); combined with the fact that KDE isn't even a freestanding operating system - whereas Syllable is, means that Abrowse is more than qualified to be housed on an independent article. -User:Anonymous:Nobody —Preceding unsigned comment added by <IP_ADDRESS> (talk) 21:05, 21 October 2008 (UTC)

 * The new native web browser in Syllable 0.6.6 is Webster. So, it this discussion (and therefore the template at the top of the article page) still relevant?—J. M. (talk) 23:38, 15 May 2009 (UTC)

Slashdot coverage
Syllable Desktop received coverage on Slashdot in the form of a couple of links to an interview with Kaj de Vos, and a full developer Q&A. Hopefully this will yield some material that can expand the article beyond a stub.--Rfsmit (talk) 20:12, 30 August 2011 (UTC)

What features and concepts does it offer?
Does it support something similar to Amiga Datatypes? --<IP_ADDRESS> (talk) 21:46, 4 December 2021 (UTC)

AtheOS
I can see the link to AtheOS just redirects back to this page. The discussion about deleting that page decided to redirect it here, maybe with the plan to add an AtheOS section in the history. Can some of the information from that page just be copied and shrunk into a section here? Is there a way to see that page, as it was, because I just get redirected back here Capturts (talk) 12:50, 15 March 2024 (UTC)

title: Talk:Syllable Desktop


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File:EinsteinVishniac.jpg

Copyright
The copyright is owned by Mara Vishniac Kohn, heir to Roman Vishniac. I, (Rmrfstar), have requested a release of some of her father's photos under a free license, but she is unresponsive and unsympathetic. All photographs of his are owned by her, so no free alternatives are thus available.

This photo was scanned from Roman Vishniac published by ICP. It is of low-resolution and should not damage the value of the actual work significantly, yet is crucial to an article about the Roman Vishniac as it is a particularly excellent example of his portraiture work, partly for having such a recognisable figure as its subject.

Description
Albert Einstein, 1941 Portrait of Albert Einstein by Roman Vishniac.

title: File:EinsteinVishniac.jpg


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Cookbook:Kovaim (Hungarian Cheese Dumplings)

| Cuisine of Hungary | Vegetarian cuisine

Kovaim are Hungarian cheese dumplings. They go well with cheddar cheese and ketchup.

Dough

 * 300 g flour
 * 3 large eggs
 * ½ cup water
 * Salt to taste

Filling

 * Dry ricotta cheese
 * Salt to taste

Procedure

 * 1) Mix the flour, salt, eggs and water into a dough. Knead it until it is very smooth.
 * 2) Cover the dough in a plastic bowl, and let it rest for at least half an hour.
 * 3) Combine the ricotta and salt to make the filling.
 * 4) Roll the dough out into a sheet as thin as possible (about 3 mm thick). Cut into squares, and fill each square with some filling. Fold the dough over the filling diagonally to make a triangular dumpling.
 * 5) Boil the dumplings in water for about 5 minutes.
 * 6) Serve hot.

Notes, tips, and variations

 * You can also fill these dumplings with cooked potatoes and onions, or ricotta cheese with sugar for a sweet dumpling.
 * You could add some spicier cheese to the filling like cheddar, or even Parmesan, but make sure this is not more than a third of the filling.


text:
runcinate

Etymology
From, from.

Adjective

 * 1)  Having tooth-like projections pointing away from the apex.
 * 2)  Having a lacerated aspect with the projection pointing away from the apex, like dandelion leaves.

Translations

 * Bulgarian:
 * Italian: roncinato

title: runcinate


text:
List of protected heritage sites in Houyet

This table shows an overview of the protected heritage sites in the Walloon town Houyet. This list is part of Belgium's national heritage.

 * }


text:
lijm

Etymology 1
From, from , from , from , from (modern 🇨🇬).

Noun

 * 1) glue

Etymology
From, from , from , from (modern 🇨🇬).

Noun

 * 1) mud, sludge, clay
 * 2) slime, spit, saliva
 * 3) glue

title: lijm


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Mathis Holcbecher

Mathis Jan Holcbecher (born 21 January 2001) is a Swiss professional footballer who plays as a midfielder for Servette U21 in the fifth-tier 2. Liga Interregional.

Professional career
On 19 February 2019, Holcbecher signed a professional contract with Servette FC. Holcbecher made his professional debut with Servette FC in a 3–1 Swiss Super League loss to FC Lugano on 31 July 2020.

title: Mathis Holcbecher


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Cookbook:Brown Rice with Ground Turkey

| Meat | California cuisine

Ingredients

 * 2 cups cooked brown rice
 * 20 ounces of extra lean ground turkey breast
 * 1 can (12 ounces) diced tomatoes with green chiles
 * 1 ounce vegetable oil
 * 1 tablespoon teriyaki sauce
 * Seasonings to taste (e.g. garlic powder, lemon pepper, allspice, etc.)

Procedure

 * 1) Spray skillet with cooking spray, and sprinkle in garlic powder and other seasonings. Add turkey, and crumble it as it cooks. Add tomatoes, and mix with turkey until turkey is cooked.
 * 2) Add cooking oil to a wok or deep skillet. Add 1 teaspoon allspice and/or other seasonings.
 * 3) As pan heats slowly add cooked rice (watch for splattering of hot oil). When rice is heated evenly add teriyaki sauce, and mix it evenly.
 * 4) When ground turkey is done cooking add it to rice in wok, mix it thoroughly, and serve.

Nutritional information

 * Carbohydrates per serving: 21.5 g
 * Sugar per serving: 2.5 g
 * Protein per serving: 35.25 g
 * Cholesterol per serving: 56.25Zmg

title: Cookbook:Brown Rice with Ground Turkey


text:
Buddhism/Philosophy of Early History Buddhist Schools

Philosophy of Early History Buddhist Schools
This module examines comprehensively the Sthaviravada and Mahasanghika schools of Buddhism which came into existence after the second council. Their philosophical teachings are explored with special attention to the following:
 * The relationship between the philosophical trends in the Buddhist thought appearing in the Suttapitaka and the Buddhist thought of the early schools of Buddhism;
 * Different views of Dharmavada and their various revisions; analysis of mind and sense perception; analysis of matter and atomism;
 * The concept of time and the theory of momentariness;
 * Analysis and synthesis of Dharma;
 * Divisions of truths as conventional and absolute and their mutual relationship;
 * Nirvana and its sectarian interpretations.

Recommended Reading:

 * Central Conception of Buddhism - K. Stcherbatsky, Calcutta, 1956
 * Early History of the Spread of Buddhism and Buddhist School - N. Dutt, New Delhi, 1980
 * Guide Through the Abhidhamma Pitaka – Nanatiloka, Colombo, 1957
 * Indian Buddhism - A. K. Warder, Delhi, 1980
 * Points of Controversy (Kathavatthu) - Trs. S. Z. Aung and Mrs. Rhys Davids. London, 1958
 * 2500 Years of Buddhism - Ed. P. V. Bapat, Delhi, 1956
 * System of Buddhist Thought - Yamakami Sogen, Calcutta, 1912


text:
Jean-Charles Nicaise Perrin

Jean-Charles Nicaise Perrin (12 October 1754, in Paris – 23 September 1831, in Paris) was a French Neo-Classical painter, primarily of historical and Biblical scenes. During the Empire, he produced patriotic allegories.

Biography
At the age of eighteen, he obtained positions in the workshops of Gabriel-François Doyen and Louis Jean-Jacques Durameau. He made several attempts to win the Prix de Rome, without success, although he managed to take second place three times. On the third occasion, however, in 1780, he was granted the bursary because the first place winner, Jean-Pierre Saint-Ours, turned out to be a Swiss citizen and was ruled ineligible to go.

He was in Rome from 1780 to 1784 and was attracted to the works of Guercino and, especially, Caravaggio; making a meticulous copy of "The Entombment of Christ", which is now at the École Nationale Supérieure des Beaux-Arts. In 1783, he was commissioned to paint the death of Sophonisba for Cardinal Bernis.

After returning to Paris, he was admitted into the Académie royale de Peinture et de Sculpture in 1787 for his portrayal of Aeneas being healed, which resulted in a rush of commissions. In 1788, he produced a canvas on the death of Seneca ordered by the Comte d'Angiviller on behalf of King Louis XVI. In 1804, Napoleon's agents commissioned a portrait of Marshal Jean Lannes for the "Hall of the Marshals" at the Tuileries Palace. That same year, he painted the Assumption of Mary for the high altar at Montpellier Cathedral. In 1806, he created "France, Supported by Religion, Consecrating Flags Taken from the Enemy to Notre-Dame-de-Gloire", a patriotic mural for the Emperor's personal chapel at the Tuileries. He exhibited regularly at the Salon until 1822.

title: Jean-Charles Nicaise Perrin


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Private Pilot License

About
This wiki is put together in order to aid all of those out there who may be interested in the aviation field. More will come, but at the moment I am more concerned with putting the very basics out there to get people interested in aviation. Sections about aerodynamics, flight maneuvers, and other resources will follow. The idea is to eventually create a free resource for training that may reduce the great burden that falls on the shoulders of every emerging student pilot.

What, Why?
The two greatest questions that may dissuade people from or entice people into flying are the questions "what?" and "why?".

What
A Private Pilot License (or, in the United States, a certificate) permits the holder to operate an aircraft under visual flight rules(VFR). In most countries, a private pilot possessing an instrument rating may also conduct flights under instrument flight rules. Passengers may be carried and flight in furtherance of a business is permitted; however, a private pilot may not be compensated in any way for services as a pilot and must pay at least the pro rated share of a flight's expenses. Neither passengers nor cargo may be carried for hire.

For more information see: Pilot certification in the United States

Practical Test Standards for Private Pilots
The official requirements, known as the Practical Test Standards (PTS), by the FAA to set common rules and expectations for examiners, instructors and examinees are listed below. The remainder of this page focuses specifically on the Airplane Single Engine Land (ASEL) rating.
 * Private Pilot Practical Test Standards for Airplane
 * Private Pilot Practical Test Standards for Rotorcraft, Helicopter, and Gyroplane
 * Private Pilot Practical Test Standards for Lighter-Than-Air
 * Private Pilot Practical Test Standards for Glider
 * Private Pilot Practical Test Standards for Powered Parachute and Weight Shift Control

Why?
People become pilots for many reasons. You may do it to have a goal to work at. You may do it because you need a way to commute to work faster. You may do it because it is your life long dream, or a more recently developed dream after being around or flying in an aircraft. Whatever the reason, aviation will become a way of life for you if you do. You will not regret a single penny of the money you spend, or a single second of the time you labor. It is one of the most satisfying feelings in the world to know you are a pilot. I recommend it to anyone.

Getting Started
It's not just as easy as jumping into the cockpit and fire-walling the throttle, there is some work for you to do first.

What You'll Need To Do
According to the FARs (Federal Aviation Regulations) there are some things you'll need to do to become a pilot.

1. First you will need to be at least 17 years old at the time of certification.

2. Have a current FAA third-class medical certificate.

3. Log at least 40 hours of flight. At least 20 hours of flight with an instructor. At least 10 hours of solo flight.

4. You must be able to read, speak, and write in English. This is so that pilots can communicate between each other and with the air traffic controllers.

5. Pass two knowledge tests. a) The FAA Private Pilot Airmen Knowledge written test (on which you must score at least 70%). b) An oral exam administered by an FAA Designated Flight Examiner during a portion of your checkride. There is no pass/fail score given, simply a session where the examiner ensures that you have the proper knowledge to safely conduct flight as a private pilot. There is no requirement as to what questions must be asked or how long it should take, it is up to the discretion of the examiner. Some have been rumored to do straight Question/Answer oral exams, while others conduct their oral exam more like a discussion.

PLEASE NOTE: There is a new FAA approved Sport Pilot category which now permits a class of aircraft to be operated by individuals with a Sport Pilot license. This license has less stringent requirements, e.g. a valid U.S. driver's license can be used as evidence of medical eligibility (provided the individual does not have an official denial or revocation of medical eligibility on file with FAA). For more info, see www.sportpilot.org or www.faa-sport-pilot.com.

What to Start With
Before you even try to spend your money on flying, try to get an introductory lesson for a fairly inexpensive price (about $100, depending on the flight school), or a ride in an airplane from a flying friend or family member. You'll know from the beginning if this is something you want to pursue. After that, get all the information in written form you can. The ASA FAR/AIM book is an excellent resource to start studying all the regulations (found in the FAR section) as well as general procedural information found in the Airman's Information Manual (AIM) section. It is very helpful to go in to flight training with as much knowledge possible, and use that knowledge to supplement the practical training you will receive as a student.

Choosing a Flight School
In the United States, there are two types of schools: the larger more corporate flight schools, known as a "Part 141" school (a reference to the section of Federal Aviation Regulations (FAR) which dictates operation of said school), like Sporty's, Embry-Riddle Aeronautical University, etc, and the smaller "Part 61" flight schools, that typically are nothing much more than an instructor that calls his flight school his home business, but some large flight schools, such as Sporty's, operate under both sets of regulations.

The FAR Part that the flight school operates under has nothing to do with the quality of instructor you will find there. Either school will get you to where you wish to be. However, Part 141 schools are normally designed for "streamlined" training, that is, creating a lot of pilots in not a lot of time. These types of schools are typically more beneficial for those seeking to become professional pilots, due to slightly lower minimum requirements in terms of hours, and are usually structured as an "aviation immersion", where you walk, talk, eat and sleep aviation. A Part 141 school is overseen by the FAA very closely, ensuring that the pilots, instructors, aircraft, and owner/operators all meet the standards as outlined in 14CFR 141. Part 141 schools are generally much larger then a Part 61 operation, and are required to have an FAA approved curriculum. Part 141 flight schools typically require an up-front payment (or a loan, subject to credit approval) for the entire course before lessons begin.

Part 61 operations can be owned by one or two instructors, and are typically small. Typically, instruction is scheduled and paid for one lesson at a time, and one hour per lesson. Keep in mind, though there are schools that operate under part 61, it does NOT have to be an official "school" to teach you how to fly. Your neighbor the flight instructor could instruct you under part 61 regardless of a school affiliation. However, there are regulations that pertain to the aircraft used for flight instruction, which your instructor needs to be aware of if he is using a privately owned aircraft. Both are good, but again, you must keep your goals in mind.

A Part 61 school will be fine for renting and learning to fly a Supercub[w:The New Piper Aircraft], but it may not be the best choice on the road to becoming an ATP[w:Airline Transport Pilot License], as the overall costs will be higher.

However, whether you conduct your training under Part 61 or 141, you can reach the same level, and attain the same certificate without limitations. Talk to graduates from your local schools, and see who they'd recommend. Remember, pilots want safe pilots flying with them, and if they don't think a certain instructor trains competent pilots, heed their warnings, you want to be the very safest pilot in the air.

Follow Through
Remember during your training this one thing: "I CAN DO IT." Regardless of how tough it may seem along the way, you will always regret it if you decide half-way through that you did not have what it takes. Your own drive is probably the greatest of your allies.

Cost
A question often asked of private pilots is, "What does it cost to get your license." It can be expensive, but remember: you're flying from the very beginning.

Flight school can cost a lot. The average flight training costs about $8,000 dollars, though I know people who have gotten it for less than $4000. Most flight schools charge by the hour-- both for the airplane, and the instructor. Airplane rental can range anywhere from $70 per hour (for a Piper J-3 Cub or similar aircraft) to $170 per hour (for a brand-new Cessna 172 with all the latest avionics). There are, of course, many aircraft whose rental prices fall in between these numbers. Beware of flight schools that quote "dry" prices. If a certain flight school is quoting prices that seem much lower than the cost at surrounding flight schools, they're probably not including the price of Avgas. Avgas in the United States costs twice as much as automotive gasoline, and the average training aircraft burns about 8-12 gallons per hour of it.

Most flight schools will try to steer you into training in a Cessna 172. However, most schools have a smaller and cheaper aircraft like a Cessna 152. They will most likely be glad to train you in it, but only if you ask. The smaller planes usually have payload restrictions as well, so if you are heavier or larger than average this may not be an option.

Rental prices are associated with a specific airplane, not a specific type of an airplane. One airfield can have two of the same type of aircraft with different prices, reflecting how new each aircraft is and how advanced their avionics are.

Flight schools will charge anywhere from $30 to $60 per hour for the instructor.

Aviation is furthermore plagued by price-gouging. You will most likely, before your first solo flight, have to purchase a headset. The very cheapest airplane headsets, which are every bit as flimsy as the $10 headphones sold at the local drug store, cost over $100. A good headset like the one your flight instructor is likely to let you borrow until you solo will run you about $200-350. There are also newer style noise canceling headsets that make things a little quieter. These, however, cost upwards of $500 and are probably not necessary for the new student pilot but it's something to consider.

The minimum requirements to obtain your Private Pilot Single Engine Land license is:
 * Be 17 years of age or older
 * Be able to read, speak, write and understand the English language
 * Valid 3rd Class Medical Certificate Required
 * Minimum 40 hours total flight time
 * Minimum 20 hours flight instruction
 * Pass a written examination
 * Pass a practical examination

In order to pass the written examination, some students take ground school courses taught by the local training center. Others study using one of the popular video courses offered by companies such as King or Sporty's. Either choice will cost roughly $250.

While the minimum requirements are lower, the current average student in the US will need between 60 and 80 hours of flight time to get the private pilot certificate. Again, the quality of the training and your own commitment are going to play a role in this. If you cannot afford to fly every day for a month, your price is going to increase due to the extra time it will take you to get back in the habit every week when you do fly. The best and cheapest way to get your certificate is to do it all at once. That way, you can feel your progress and have a more intuitive grasp of how the plane flies. This is crucial to the training of a successful pilot. There are organizations that offer scholarships to people wishing to become pilots. As well, there are companies that specialize in loans for those interested in learning to fly, so that you can have the money available to complete your training in a timely manner. Someone at your flight school may be able to help you with these different options.

The expense does not end with the acquisition of your license. You will eventually have to buy insurance, which most insurance companies require to be paid annually. If you do not fly regularly, you will lose some of your skills, so you must regularly rent an airplane to maintain proficiency.

If you're trying for your commercial license, you must eventually rent ever more expensive airplanes that have retractable gear ($150-$300 per hour) and twin engines ($200/hour minimum).

If you think owning an airplane will save you any money, think again. While an average training airplane may only cost as much as a new sports car to purchase, there are many other costs to consider. Expensive routine maintenance costs as well as unexpected maintenance, tie-down or hangar rent, aircraft insurance, annual inspections, and countless other costs associated with ownership quickly add up. The weekend warrior who flies occasionally will quickly realize his expenses quickly exceed what he paid when renting. More about ownership will be touched on later.

The framework of regulations
You are going to move in an environment where safety is the main factor: the world of aeronautics. For this reason the rules and regulations are created so that they can be adapted to the world of aeronautics today to guarantee the safety of those who, at present, take part.

The great majority of countries that take part in aeronautical activities move in a framework of regulations always for the reasons of security. We are interested in the regulations that affect the Private Pilot and the 'insight flying. (VFR Visual Flight Rules.)

The organizations that are active at different levels, [World, European, National and Regional] produce the text and carry out the regulations and controls that apply to them. All that are active in aeronautics, and in particular the users, depend on such organizations. We are going to take and look at these frameworks of regulations that you will move in to get the title of Private Pilot and In sight flight VFR.

We are interested, right away, in the aspect of the regulations that affect us closely. You are going to need to know the rules of navigation. We are talking about the license and the privileges it offers, the rules of pilot training. In particular certain qualifications and the medical condition of the trainee pilot. We will look at what is an 'aircraft'. The term is generic and designates all apparatus that can take off and move in the air: airplanes, microlights, helicopters, hang gliders, balloons, and so on.

= Basic Aerodynamics =

Aerodynamics is the study of fluids in motion. You may not think of it, but air is in fact a fluid. To be a competent pilot you must have at least a basic knowledge of aerodynamics. An airplane in flight has four external forces acting on it at all times: lift opposes weight, and thrust opposes drag. If lift and weight are equal the aircraft will stay at a constant altitude. If thrust and drag are equal the aircraft will stay at the same speed.

Lift
Anytime air flows over the wing of an airplane it produces lift. The curved shape of the wing causes high pressure areas in front of and below the wing, and low pressure areas above and behind the wing. This basically causes the air to "push" upwards on the bottom of the wing more than it pushes down on the top. The wing also produces lift by deflecting air downwards. Since every action has an equal and opposite reaction, the air being pushed down causes the wind to be pushed up.

A common misconception about how planes fly uses Bernoulli's principle. It says that top of the wing is curved, therefore the air takes the air longer to get over the top of the wing than to get under the bottom of the wing. Bernoulli's principle states that at a given volume, a fluid flowing faster has a lower pressure than a fluid flowing slower. So the faster flowing air on top of the wing creates a low pressure area, thus lifting the wing. This is untrue, as molecules of air don't know how long it "should" take them to transit the wing. The molecules on top don't know that they need to speed up to keep pace with a molecule on the bottom.

A high pressure center is created at the wing's leading edge causing a relative low pressure area above. Air molecules accelerate into this low pressure area, rather than causing it by their acceleration.

While differential pressure does play a role in lift, studies at NASA's Glenn Research Center have concluded that the primary reason for the lifting force is the downward bending of the air that is manipulated by the airfoil.

Weight
The force that opposes lift, caused by the gravitational attraction between the earth and the aircraft.

Thrust
Thrust is a reaction force described by Newton's Second and Third Laws. When a system expels or accelerates mass in one direction the accelerated mass will cause a proportional but opposite force on that system. Airplanes create thrust by "throwing" air backwards. Propeller driven airplanes have curved blades just like on a fan, that blow air towards the back of the plane. Jet airplanes force the expanding gases from combustion out the back of the engine. In both cases the air being pushed backwards equally and oppositely pushes the plane forward.

Drag
Drag is the force that opposes thrust. There are two types of drag at work on an airplane in flight: parasite and induced drag.

Parasite drag is caused by anything on the airplane that interferes with smooth airflow around it. Wheels on non-retractable gear plane, wing struts, opening a window and sticking your hand out are all major examples of parasite drag. Even the skin of the plane causes parasite drag, due to friction slowing down the airflow extremely close to the skin of the craft. Parasite drag increases as airspeed increases.

The second type of drag is induced drag.Induced drag is a byproduct of lift.As the amount of lift needed to maintain level flight increases so does induced drag.Wing tip vorticies are an example of a cause of induced drag.As speed is increased induced drag is decreased but parasite drag is increased.Where parasite and induced drag lines meet on a chart is where the aircraft will fly most efficiently or the best lift/drag ratio.

= Standard Day =

Winds
Wind can best be described as a mass of air traveling in a given direction.

For the purposes of pilots, wind plays a role: in navigation, in fuel consumption, and in safety.

Temperature
Standard temperature is 15 degrees C (59 degrees F). Standard pressure is 29.92 Hg.

Clouds
Clouds occur when water vapor in the air condenses. The water vapor will coننننننننننننننننننننننننy, the surface temperature has reached to dew point. Air temperature usually decreases with altitude. On a dry day temperature decreases faster for a given gain of altitude. When the humidity is high, on the other hand, temperature will decrease less for a given increase in altitude. The rate at which temperature normally decreases with altitude is called the adiabatic lapse rate. The normal (adiabatic) lapse rate is about 2 degrees Celsius per 1000ft (3.6 degrees Fahrenheit per 1000ft). Since temperature decreases with altitude, rising air will form a cloud when the air temperature is equal to its dew point.

There are many types of clouds that are useful for pilots to learn, because they can indicate weather conditions.

= Systems and Aircraft Components = In this segment I will cover the systems for a 1967 Cessna 150. I chose this aircraft because it is a fairly common training aircraft, and it has fairly simple systems. More complex aircraft require more study when it comes to systems.

Pitot-Static
This system consists of a pitot-tube, and a static port. These components measure air pressure, and are necessary for the operation of the altimeter, airspeed indicator, and vertical speed indicator.

The pitot tube measures impact air pressure, it is mounted in some area where the airflow is not turbulent to reduce instrument error. Usually the pitot-tube is located under the pilot side wing, the left wing. As the aircraft moves faster through the air, the air pressure at the pitot-tube opening increases. If an airplane sits still on the ground and is pointed into the wind, the airspeed indicator will indicate the wind speed; this is good because an airplane's performance depends on airspeed, not groundspeed.

A static port is used to measure the atmospheric pressure around the aircraft. The static port is located in front of the left door on many general aviation aircraft. As the altitude of the airplane increases the pressure decreases at a relatively linear rate, meaning that the static port is useful for measuring altitude, and vertical speed.

Instrument errors
Icing, or other obstructions can block either the static-port or pitot-tube. Specific instrument errors and how to recognize them are detailed in"From the Ground Up". The procedures used to deal with faulty components are spelled out in the aircraft's Pilot Information Handbook(POH). Airplanes are usually equipped with a backup static port inside the cabin of the aircraft.

Powerplant
The powerplant is the source of thrust for an aircraft. On general aviation aircraft it is usually a four stroke reciprocating petroleum burning engine, similar to a car.

Fuel
The fuel system consists of the storage tanks, pumps and lines used to deliver fuel, and some kind of instrument for mixing the fuel with air.

Before the fuel can enter the cylinder for combustion, it must be mixed with air in the correct proportion. Fuel is mixed with air in a carburetor, or is introduced into the system unmixed by fuel injectors.

Aviation gasoline is a low-lead product containing tetraethyl lead. This compound is supplied worldwide by a single company. The continued availability of low-lead avgas containing this compound is unlikely over the next couple of decades. For this reason, many light sport aircraft have engines designed to burn conventional automobile gasoline. The increasing use of ethanol in automobile gasoline may impact its use in any aircraft engines that are not designed or modified for its use. Turbine and jet engines use a kerosene-based fuel that is under no immediate danger of being discontinued.

Ignition
The electricity used to generate the spark at the beginning of the power stroke comes from magnetos. The use of magnetos allows the ignition system to be completely independent on the rest of the electrical system, i.e. the battery and alternator.

Lubrication
The lubrication system reduces friction, helps cool the engine, and helps clean the engine.

General aviation powerplants usually run at higher temperatures than automotive engines, so a higher viscosity oil is used. Usually aircraft checklists will require that oil pressure be within the green limit soon after the engine starts, this is because low pressure could indicate that oil is not circulating.

Cooling
Usually a general aviation powerplant is air cooled. The engine cylinders are horizontally opposed to allow for more air surrounding each cylinder. Each cylinder has many fins attached to it, to increase surface area. Sometimes baffles are used to direct airflow through the engine compartment.

Flight Control Surfaces
In many light aircraft, typically used for the purpose of training, the aircraft consists of various flight control surfaces. These include:ailerons, rudder, elevator and flaps. Ailerons are used for primary directional control and are usually located on the trailing edge of each wing tip.Using the control column or "stick" one aileron is deflected up while the other is deflected down causing one wing to rise while the other is lowered, resulting in the turn.

Rudder is mainly used to prevent the undesirable effect of drag that is created during a turn or to "coordinate the turn".It is used to assist in the turn under normal circumstances but can be used to turn ,or stop a turn, on its own(for example at times when the ailerons are mostly ineffective such as in a spin). The rudder is located on the vertical stabilizer at the tail of the aircraft.Rudder is normally manipulated by depressing the foot pedals located in the aircraft.

Elevator controls the vertical direction of an aircraft(climbing or descending).It is located on the horizontal stabilizer of the aircraft at the tail section and is also controlled by use of the control column or"stick".Back pressure on the control column deflects the elevator upwards changing the flightpath of the aircraft upwards.The opposite is true when forward pressure is applied to the control column.

Flaps are not considered a "true" control surface because they do not control the direction an aircraft is traveling(up ,down,left or right).However,they do control the rate or speed and angle at which an aircraft climbs or descends.Flaps change the cross sectional shape of the wing or camber by deflecting them downwards in increments(usually three or four),this usually permits the aircraft to fly at slower speeds and also increases forward visibility.Flaps are primarily used during approach and landing ,but can also be used to reduce takeoff roll.They are located on the inboard section of the wing on the trailing edge and are usually manipulated by an electrical switch or mechanical lever in the aircraft.

Flight controls produce many complex reactions when introduced to an airflow so it is recommended that a good understanding of Theory of Flight and Flight Aerodynamics be attained before trying to understand them fully.

= In The Cockpit Basics = The basic thing to remember in the cockpit is this: "THINK!" Being impulsive will get you nowhere-in fact, it will get you killed – know what and how to do what ever needs to be done. If you don't, ask someone. They will be certain to help.

Checklists
Aviation is very procedural. Every action you will undertake in the aircraft will have a checklist tied to it somewhere. Many of the checklists are simple, and can be memorized, but this is not always a good practice. Memories can be faulty, and in aviation a faulty memory can be a death sentence. Use your checklists.

Preflight
Here is an example of a checklist for a 1967 Cessna 150 (which is the aircraft we will use as an example most often in this tutorial) This checklist should not be used as a replacement for your instructor's checklist. It should only be used as an example.

The general idea behind any checklist is to establish a standardized, and methodical routine for some operation. Checklists provide peace of mind for pilots because they aren't wondering if they remembered to check something as they are flying.

PREFLIGHT CHECKLIST

(1)Remove Control Locks and Tiedown Ropes

''This is the first portion. Here we approach the aircraft, and begin our systematic search for problems that will make the aircraft unsafe. We unrope the aircraft, and remove the control locks so that the aircraft is free and able to move.''

(2)Master - - On

By turning on the master switch, we have given the aircraft instruments, gyroscopes, and other electrically driven systems life.

(3)Flaps - - Down

We lower the flaps so that we may later inspect their integrity.

(4)Fuel Gauge - - Check

The fuel gauges only work when the master is on

(5)Master - - Off

''By turning the master off, we insure battery life. Without it, the engine will not be able to start.''

(6)Ignition (MAGS) - - Off

''This is to make sure that the magnetos, which control the engine sparkplugs are off. If they were on, and you move the prop, the engine might turn over and kill you''

(7)Throttle - - Closed (Pulled Out)

This is to make sure that if even if the magnetos were not grounded, and the engine were to start, it will not be able to run because there would be little or no fuel running into the engine.

(8)Mixture - - Lean (Pulled Out)

Similar to above, this ensures that even if the throttle has some fuel running through it, the fuel-air mixture in the cylinders will be excessively lean, and the engine will be unable to continue running.

(9)Sample Fuel (Check for Water & Sediment) - - Left Wing

''By draining fuel into a small clear container, we ensure that there is no water or debris in the fuel. Unclean fuel could lead to engine damage, or, in a bad case, to engine failure.'' Water in the engine would cause the engine to stop because water will not combust.

(10)Inspect Left Side of Fuselage for Damage

''Here we are looking for wrinkles, or anything that might impede the integrity of the airflow. If the aircraft is not streamlined, it will not fly very well.''

(11)Inspect Leading Edge of Horizontal & Vertical Stabilizer for Damage

''Again, check for wrinkles, and any sort of damage. If our vertical stabilizer was broken, maintaining a level attitude would be hard.''

(12)Inspect Skin on Tail Surfaces for Damage

''Smooth airflow is the key. Rough airflow will get you killed.''

(13)Check Stabilizers, Elevator, and Rudder for excessive travel

''If they seem to go to far up or down, there is probably a problem. The push rods that control their movement may be damaged.''

(14)Check that Hinge Bolts are fastened & Cotter Pins are in Place on Tail Surfaces

This is to make sure that the aircraft's tail is actually fastened in place, and not just hanging there.

(15)Inspect Right Side of Fuselage for Damage

''Yet again we are looking for wrinkles, or anything that might impede the integrity of the airflow. Again, if the aircraft is not streamlined, it will not fly very well.''

(16)Drain Fuel (Check for Water & Sediment) - - Right Wing

Same purpose as the above check.

(17)Check Flaps for excessive travel, bolts are fastened, and Control Rod is attached and is not bent

''If the flaps are not properly attached, asymmetrical flap position, and or the flaps going up through the wing could result. Those are not too favorable outcomes.''

(18)Check Ailerons for excessive travel, hinges are attached and not Cracked, Cotter Pins are attached to hinge ends

''The ailerons control roll, if they are broken, it will be more difficult to control the aircraft. Make sure they will function.''

(19)Remove all Ice Formation from Aileron

''This is incredibly important. Ice changes the surface of the aileron, and may make it less effective. It may also limit the movement of the aileron.''

(20)Check that Lead Weights are attached to Aileron

These weight the aileron in order to ensure a return to their original, "neutral" position.

(21)Shake Right Wing Up and Down - - Check for tightness and unusual Sounds

(22)Check Wing Struts - - Check for tightness and unusual sounds

(23)Inspect Right Wing for Damage - - Check for Wrinkles

(24)Inspect Main Landing Gear for Damage

(25)Inspect Main Landing Gear Tire for proper inflation, cuts, condition  of tread, or foreign objects (screws or nails in tire)

(26)Inspect Brake Pads for wear

(27)Inspect Brake Line for leaks

(28)Check that Wheel is fastened to Landing Gear (Cotter Pin is in Place)

(29)Check Oil Level (4 ½ Quarts Minimum to 6 Quarts Maximum)

(30)Check Oil Breather for blockage

(31)Drain Fuel from Fuel Strainer

(32)Check Inside the Cowling (Nose of Aircraft) for loose Wiring,  Oil Leaks, Fuel Leaks, All Engine Accessories are installed and installed correctly

(33)Check that Cowling is fastened correctly - - All Screws are attached

(34)Check Propeller & Spinner - - Check for Damage and Security

(35)Check Engine Baffle - - Check for Damage and Security

(36)Check Engine Baffle Seals - - Check for Damage and Security

(37)Check Engine Exhaust Pipes - - Check for Damage and Security

(38)Check Carburetor Air Filter - - Clean

(39)Inspect Nose Gear for Damage and Proper Inflation (2 inch spread on Nose Strut)

(40)Inspect Nose Gear Shimmy Dampener for Damage

(41)Check that all Bolts and Nuts are attached to nose fork assembly

(42)Inspect Nose Gear Tire for proper inflation, cuts, condition of Tread, or foreign objects (screws or nails in tire)

(43)Check that Wheel is fastened to Nose Gear - - Bolt and Nut Attached

(44)Check Condition of Steering Rod Boots

(45)Check Static Port for Damage and Obstructions

(46)Check Radio Cooling Vent for Damage and Obstructions

(47)Check Pitot Tube for Damage and Obstructions

(48)Check Fuel Overflow Tube for Damage and Obstructions

(49)Check Stall Warning Port for Damage and Obstructions

(50)Check Wing Struts - - Check for tightness and unusual sounds

(51)Inspect Left Wing for Damage – Check for Wrinkles

(52)Shake Left Wing Up and Down - - Check for tightness and unusual sounds

(53)Check Ailerons for excessive travel, hinges are attached and not cracked, Cotter Pins are attached to hinge ends, Control Rod attached

(54)Remove All Ice Formation from Aileron

(55)Check that Lead Weights are attached to Aileron

(56)Check Flaps for excessive travel, bolts are fastened, and Control Rod is attached and is not bent

(57)Inspect Main Landing Gear for Damage

(58)Inspect Main Landing Gear Tire for Proper inflation, cuts, condition of tread, or foreign objects (screws or nails in tire)

(59)Inspect Brake Pads for wear

(60)Inspect Brake Line for leaks

(61)Check that Wheel is fastened to Landing Gear (Cotter Pin is in place)

(62)Check Left Fuel Tank

(63)Check Right Fuel Tank

(64)Check Top of Wings for Damage

(65)Remove all Ice Formation From the Top and Bottom of All Surfaces

(66)Check Navigation Lights, Landing Lights, Strobe Lights, Pulse Light System, and the Beacon for Damage and Proper Illumination

(67)Check Antennas for Damage

(68)Remove all Debris under Propeller (rocks etc.)

(69)Fold up Step Ladder and put it in the bed of the truck

As complicated as this may seem, it is barely anything. The checklists that needed to be completed to launch the Apollo Spacecraft would take days to complete. This only takes 45 minutes or so. Once you become more accustomed to your aircraft you will establish a natural flow in the preflight inspection you will be able to complete the preflight without a checklist and it should take no longer than 15 to 20 minutes.

Post-flight
Here is an example of a post-flight checklist for the same aircraft[w:Cessna 150] as above.

After Landing:

(1)Wing Flaps - - Up

(2)Carburetor Heat - - Cold

(3)Transponder - - Off

Securing Airplane:

(1)Brake - - Set

(2)CLOSE FLIGHT PLAN

(3)Comm Radio - - Tune to 121.5 (Make sure ELT is not activated)

(4)Radios - - (COMM, VOR, ADF, GPS, DME & INTERCOM) - - Off

(5)Radio Master - - Off

(6)Strobe & Landing Lights - - Off

(7)Pulse Lights - - Off

(8)Mixture - - Idle Cut-Off (Pull Full Out)

(9)Ignition (Mags) - - Off

(10)Master Switch - - Off

(11)Nav. & Beacon Lights - - Off

(12)Control Lock - - Install

= Take Off = The basic point behind take off is simple. Get the airplane in the air without crashing into anything! There are a couple of standard ways to do this:

Standard
The standard way to take off is fairly simple. Advance the throttle to full, and start off down the runway. Once your speed has sufficiently built (this should be your Vr speed) you pull back gently on the yoke or stick, and raise the nose gear off of the runway. The airplane should, at this point, fly itself off the runway and into the air. Let the airspeed build to the Vx (best angle of climb) until you have cleared any obstacles then accelerate to Vy (best rate of climb).

Soft Field
Sometimes you want to get the airplane airborne at the lowest possible airspeed, using the shortest possible takeoff roll. For example, gooey mud on the runway will cause tremendous amounts of friction on the wheels. The sooner you become airborne, the sooner you are free of that friction and the better you will be able to accelerate. Additional reasons for using soft-field procedure will be given below. The procedure is as follows:
 * Extend the flaps as recommended by the manufacturer; in the absence of a specific recommendation, extend the flaps so that they just match a fully down-deflected aileron. The idea is to get the most coefficient of lift without undue drag.
 * At the beginning of the takeoff roll, pull the yoke fully backward. Early in the takeoff roll, the nose will rise. Allow it to rise to the pitch attitude that corresponds to the stalling angle of attack, or slightly less. This is typically about 15 degrees nose up.
 * To maintain this pitch attitude as the aircraft accelerates, you will have to gradually let the yoke move forward. You will become airborne at a very low airspeed --- roughly the stalling speed. If you were to maintain the liftoff attitude, a typical airplane will accelerate poorly while climbing poorly, but that’s not what we want. (A lower-powered airplane might get into a situation where it can neither accelerate nor climb.) Instead, gradually lower the nose, so that you fly parallel to the ground, remaining one foot above the ground. As the aircraft accelerates in ground effect, the required angle of attack will decrease, so you will see the pitch attitude get lower and lower.

There are two ways of completing the maneuver. If the field is unobstructed, remain in ground effect until the pitch attitude (and angle of attack) have decreased to their normal takeoff values. Then climb while accelerating to VY just as in the normal takeoff. If, however, there are obstacles, it is better to remain in ground effect until the speed approaches VX, then raise the nose and climb out while maintaining VX as in the obstructed-field takeoff.

You may be surprised at how well soft-field procedure works. Just after liftoff, the airspeed is extremely low. In ordinary conditions of flight, your airplane might well have a negative rate of climb at that airspeed --- yet in this case it not only maintains altitude, but accelerates. The special ingredient in this case is ground effect: a wing produces very little induced drag while it is in ground effect (that is, roughly, within one wingspan or less off the ground).

Just after liftoff using this procedure,
 * there is no rolling friction because the wheels are not touching the ground;
 * there is very little induced drag because you are in ground effect; and
 * there is very little parasite drag because you are moving slowly; and
 * no power is being used for climb because you are moving horizontally.

The engine is producing full power, so if none of it goes into drag and none of it goes into climb, the airplane will accelerate like crazy.

There are many situations where this procedure is useful.
 * If the runway is covered with mud, tall grass, sand, or snow, there can be troublesome amounts of friction against the wheels. Soft-field procedure allows you to transfer the airplane’s weight from the wheels to the wings as early as possible, decreasing friction and improving acceleration.
 * If the runway is rough and bumpy, the problem is not so much friction, but rather damage from hitting a bump at high speed. The sooner you lift off, the less harm to the airplane. Remember, the force involved in hitting a bump goes like the square of the groundspeed.

Suppose the runway is perfectly smooth and firm, but very short --- and suppose it is surrounded by open fields with lots of bumps but no serious obstacles. You can become airborne over the runway, and then accelerate in ground effect over the fields.

Suppose you are attempting an ordinary takeoff from an ordinary field, but due to a gust (or perhaps even a lapse in pilot technique) you become airborne at a too-low airspeed. The best strategy is to accelerate in ground effect; you don’t want to re-contact the runway (especially if there is a crosswind) and you don’t want to try climbing at the too-low airspeed. In all cases you must be careful to remain in ground effect until you have accelerated to a proper climb speed. If you try to climb at the liftoff speed you will have a big problem: in many cases, you will be unable to climb out of ground effect. That is, as soon as you climb to a height where ground effect is no longer significant, the induced drag will become so large that you will be unable to climb or accelerate.

Import Considerations If you have passengers aboard who haven’t seen a soft-field takeoff before, give them the courtesy of an explanation. Otherwise, they may find the procedure extremely disturbing. Just tell them you will lift off at a low airspeed and they fly horizontally for a few moments while you accelerate to the optimal climb speed. Tell them that (a) this is standard procedure for getting best performance, and (b) it minimizes jolts to the passengers. Whereas in a normal takeoff you can guide the airplane by looking out the front, in a soft-field takeoff the nose will block your view during most of the maneuver. Therefore you must use the edge of the runway as your reference. Practice this skill during taxi. You will need this skill for landings and for soft-field takeoffs, but those aren’t the best times to be learning it.
 * Brief the Passengers
 * Maneuver by Reference to the Edge Line

ref:http://www.av8n.com/how/htm/takeoff.html

= Landings =

Go – Arounds (Balked)
A go-around can be needed for any number of reasons, but most involve either an unsafe runway to land on or a poor approach to where the pilot is not in a position to make a safe landing.

Once the pilot decides to go-around or Air Traffic Control (ATC) has instructed the pilot to go-around, the pilot will apply full power and stop the descent to the runway. After the pilot has done this, (s)he will raise the landing gear (if applicable) and raise the flaps (upon reaching a safe airspeed). In a normal situation, the pilot will begin a climb to the traffic pattern altitude and make a normal pattern for another attempt to land.

= Steep Turns =

Steep turns are a basic maneuver that all pilots know how to accomplish. The bank angle for private pilots is 45 degrees to the left and right. Airspeed, altitude and the 45 degree bank angle must be maintained for this maneuver to be completed properly. The student should choose a point that allows them to know when a 360 degree turn has occurred. This is a visual maneuver and should be done looking only outside the aircraft at all times. For commercial pilot standards, a 50 degree bank must be maintained. For specifics on tolerances, refer to the FAA PTS Private Pilot or Commercial PDF or handbook.

= Slow Flight =

The purpose of slow flight is to demonstrate positive aircraft control at slow airspeeds. Most light single engined aircraft such as Piper's or Cessna's can slow to 45-50 knots for the slow flight maneuver. Different flap settings can be used, as well as power settings. Turns will be demonstrated that should use no more than 5 degrees of bank. If more than 5 degrees is used, aircraft control can be lost and a stall can occur.

Power Off Stalls
Practicing power off stalls teaches the student to recognize and avoid stall situations that might be encountered during engine failure. If a stall should occur, the student learns how to recover quickly.

A stall is a condition in aerodynamics and aviation where the angle between the wing's chord line and the relative wind, defined as the angle of attack, exceeds the critical angle of attack. This angle is typically 17 to 20 degrees for many subsonic airfoils. The critical angle of attack is the angle of attack on the lift coefficient versus angle-of-attack curve at which the maximum lift coefficient occurs, and it defines the boundary between the wing's linear and nonlinear regimes. Flow separation begins to occur at this point, decreasing lift, increasing drag, and changing the wing's pitching moment. A fixed-wing aircraft during a stall may experience buffeting, a change in pitching moment (nose up or nose down depending on tailplane configuration), and changes in most stability derivatives. Most aircraft are designed to have a gradual stall with characteristics that will warn the pilot and give the pilot time to react. For example an aircraft that does not buffet before the stall may have a stick shaker installed to simulate the feel of a buffet by vibrating the stick fore and aft. The critical angle of attack can at 1 g only be attained at low airspeed. Attempts to increase the angle of attack at higher airspeeds merely cause the aircraft to climb. Consequently at 1 g, stalling occurs only when the aircraft is flying slowly.

Because of the reduced airflow at low airspeeds aileron control of roll becomes less effective, whereas the tendency for the ailerons to generate adverse yaw increases. Any yaw will increase the lift from the advancing wing and will cause the aircraft roll. Pitch and roll damping decrease due to lower dynamic pressures above and below the wings and turbulence in the airflow. Increasing the angle of attack between an airfoil and the airflow causes the lift and drag produced to increase. This can continue until a point is reached where maximum lift is generated and this is known as the stall or stall angle. Any further increase in angle does not produce a corresponding increase in lift but will in fact lead to a sudden reduction in lift, a change in pitching moment or a wing drop. This is due to boundary layer separation occurring on the upper surface of the airfoil, and therefore the critical angle of attack is dependent not only on the geometry of the configuration, but on the Reynolds number and surface roughness.

Depending on the aircraft's design, a stall can expose extremely adverse properties of balance and control. The ease with which a particular craft will recover from a stall depends on the dynamics of the aircraft itself and the skill of the pilot. If the stall persists a high rate of descent will occur and a spin may also develop.

Typically, a practice stall is performed at high altitudes (more than 3,000 feet AGL) so the student will feel comfortable and have plenty of time to recover. A power off stall is most likely to occur during landing approach, so it is a vital skill to master. It is also very easy for most students to learn.

ref:en:Stall (flight)

Power On Stalls
Practicing power-on stalls teaches the student to recognize and avoid stall situations that might be encountered during a climb at low altitude; especially during take off.

Since this is a power on stall, recovery is quick and easy because you have the assistance of the engine. Do not consider this maneuver simple or uncomplicated as many different factors are affecting the aircraft at this time, especially if you are at a low altitude. The recovery process is as follows:

1. As the aircraft becomes stalled and loss of the flight control surfaces occurs, or the nose drops, add full power, and use the right rudder to compensate for the torque from the engine. Remember to ALWAYS keep the turn and slip indicator "ball" in the center to stay coordinated.

2. As power is applied simultaniously lower the nose of the aircraft to the horizon or just slightly below to break the stall

3. Let your airspeed build to Vx and maintain altitude or establish a positive rate of climb

4. Once satisfied with the recovery, level off and complete your checklists.

A power-on stall is most likely to be encountered during take-off. Due to the low altitude, it is vital that you recover quickly.

Typically, stall practice is performed at altitudes at 3,000 feet AGL or more so the student will feel comfortable and have plenty of time to recover. A power on stall is most likely to occur during takeoff, so it is a vital skill to master. This maneuver will take time to master and practice of stalls to stay sharp is important. Remember to check your FAA PTS Private Pilot maneuvers for the minimum altitude, heading and airspeed tolerances.

Spins
Airplanes, especially older ones, are prone to spin whenever they are stalled while in uncoordinated flight. A spin is an aggravated stall in which the airplane rotates about a vertical axis while descending towards the ground, usually very rapidly.

In a slip or skid, one wing receives more airflow than the other, and therefore, if the critical angle of attack is reached, it will happen on one wing before the other.

The first wing to stall will drop, its angle of attack will increase (worsening the stall), and its drag will increase. At the same time, the angle of attack on the other wing decreases, along with drag. As a result, the airplane will bank and yaw towards the first wing to stall. If this is corrected immediately by pressing the rudder in the opposite direction of the bank, a normal stall will occur, and a spin is averted. On the other hand, if incorrect action (ie, use of the ailerons) is taken, the aileron increases the angle of attack on the stalled wing even further, and worsens the stall on that wing even more. Incorrect action, or lack of action, then leads to entry into a spin.

When you enter a spin, the airplane will point at the ground and rotate about its longitudinal axis, and in most aircraft you will lose altitude 'very quickly'. The spin rate, and descent rate will increase until the spin is fully developed, after which the spin rate and descent rate will stabilize. Airspeed will remain at or below stall speed.

If you enter a spin accidentally in the traffic pattern (where spins are most commonly entered into accidentally), you will likely not have time to recover. It is therefore essential to remain in coordinated flight while in the traffic pattern. In particular, don't use the rudder pedals to speed up the turn to final, as there are many dead pilots who made that their last mistake. It is better to overshoot the turn to final than to put yourself and your passengers at risk for a low-altitude spin.

Spinning on purpose

Practicing spins teaches the student to recognize and avoid spin situations that might be encountered during takeoff, landing, or normal flight.

Typically, spin practice is performed at high altitudes, so the student will feel comfortable and have plenty of time to recover. A spin is most likely to occur during the early part of the takeoff or during the turn from base to final, so recognizing a spin situation and avoiding it is a vital skill to master.

Spins are usually practiced as power-on stalls with full rudder deflection in the desired direction of rotation.

CAUTION: Many aircraft are only tested for recovery from one-turn spins, which are not fully developed. Allowing a prolonged spin may result in an unrecoverable condition for these aircraft.

To recover from an established spin, the pilot sets the throttle to idle, Ailerons are placed in the straight and level position (You NEVER NEVER NEVER turn the ailerons!), and presses the opposite rudder all the way to the floor (to counter the rotation). Then, the pilot briskly applies forward pressure to the stick (to break the stall). The acronym P.A.R.E. assists with the memorization of this procedure:
 * Power idle
 * Ailerons neutral
 * Rudder in opposite direction of spin
 * Elevator forward.

Once the spin is broken (This happens quickly), the pilot pulls back on the stick and increases power until the aircraft resumes level flight.

Spins are easy to recover from if you can remember the procedure, but many students find them to be quite a scary experience at first. As you build confidence though, the nervousness will fade.

Ground Reference Maneuvers
Ground reference maneuvers are designed to demostrate more precise control of the aircraft and especially to deal with wind correction. These maneuvers are typically performed at a lower altitude than much of the rest of your training, 600 to 1000 feet AGL (above ground level). Refer to the FAA PTS Private Pilot manuevers for specifics requirements and tolerances on each maneuver.

Rectangular Course
The airplane is flown an equal distance from the four sides of a rectangle. Altitude and airspeed should remain constant throughout the maneuver. When flying the maneuver, the pilot must adjust for wind, crabbing into the wind as appropriate to fly the desired ground track. Points should be chosen that allow the student pilot to visualize a rectangle in their mind. These points can be anything from trees, ponds, turns in roads, large rocks etc. Remember to NOT choose any object or structure that is occupied by persons on the ground. Remember the FAA requires you to stay at least 500 feet away from any object on the ground in a "non-congested area." (More on this topic later). As with all maneuvers, make sure your pre-maneuvers checklist is completed, clearing turns accomplished, and wind direction determined. All maneuvers should be started on downwind, or as close to downwind as possible, depending on the area you are doing your flight training in.

S-Turns
This maneuver is typically done while flying over a road, turning back and forth across the road like a slalom skier. The goal is to cross the road at a right angle, then fly a clean half circle to turn around and fly back across the road. The half circles should all be the same distance from the road. Make sure you choose markers to judge your distance to keep it the same on both sides of the road. Large canals or rivers that are straight for long sections also work well. If you live in a agricultural area, or have one that is only a short distance away, these are the best places to perform this maneuver. The technicality of this maneuver is in the turns. The bank of the aircraft will vary based on the wind strength and direction. For example, you enter on downwind, crossing the chosen road 90 degrees to it at 800 feet. You turn left (which is recommended as the student can see out of the aircraft easier on a left turn due to the fact he is sitting in the left seat), and as you start to bank, it will slowly increase until you reach 90 degrees off the initial heading you started the maneuver downwind at. At this point, the wind will be "pushing" you away from the road. To solve this, the bank angle will have to be increased through the turn to keep the aircraft a certain distance from the road you chose. As you come back around, if done properly, you should be wings level, at the same altitude and airspeed over the road heading 180 degrees opposite the heading you started the maneuver at. Now a turn is started the opposite direction to the right. Notice that because you are into the wind and not downwind, your "ground speed" will be slower. Less bank will be needed as you want to get some distance from the road to match what you did on your previous turn. As you pass through 90 degrees, the rate that you take out your bank will vary; depending on wind strength. As you turn back to 180 degrees to your original heading, you should be wings level, 800 feet, and same airspeed that you started the maneuver at.

Turns Around A Point
Turns around a point is just turning a circle centered around a point on the ground such as an intersection of two roads. Altitude and distance from the point should remain constant. As with the other maneuvers, wind complicates the maneuver. The bank of the aircraft will vary based on where the aircraft is in relation to the wind. More bank is required when turning into the wind and less when flying away. This is so the distance around the point chosen will be maintained, otherwise a oval pattern will occur.

Lost Procedures
= Disclaimer = I take no responsibility for any of the data posted on this Wiki. This information may be a helpful training aide, but it cannot take the place of actual instructional with a Certified Flight Instructor (CFI). Thanks, and happy landings.

Some of this information was contributed by a FAA CFI. This information is for a basic understanding only and in no way should be used as training purposes unless your own CFI approves of this information. Remember flight training is a very serious task and should be taken as such by any readers here.

title: Private Pilot License


text:
User:Vvek280jkd

name Vivekanand Mathapati date of birth 31-01-1993 jamakhandi karnataka education Gogte Institute technologies (GIT) ,Belgaum

title: User:Vvek280jkd


text:
Wikipedia:Articles for deletion/Thomson sub-machine gun

The result was speedy keep. Wrong forum to discuss a redirect, which seems like an acceptable typo anyway. -- Patar knight - chat/contributions 17:03, 19 September 2017 (UTC)

Thomson sub-machine gun

 * – ( View AfD View log  Stats )

misspelt title, redirect page "Thompson sub-machine gun" already exists JMK (talk) 11:50, 19 September 2017 (UTC)

 * Delete, consider speedy delete. Note that the nominator is also the creator of this redirect.  The target article should be Thompson submachine gun, this redirect misspells "Thompson" (as Thomson) and has a hyphen that's not in the target.  Not sure whether or not this would be an implausible typo, but I don't think it's necessary.   PK  T (alk)  12:10, 19 September 2017 (UTC)
 * This should be discussed at WP:RFD. Shawn in Montreal (talk) 16:14, 19 September 2017 (UTC)


text:
Julian Chavez (soccer)

Julian Chavez (born May 31, 2002) is an American professional soccer player who plays as a midfielder.

Club career
Born in Sacramento, California, Chavez began his career as part of the Sacramento Republic youth academy before signing a USL Academy contract with the club's first team on March 6, 2020. Chavez then made his professional debut on August 9 in a USL Championship match against Portland Timbers 2, coming on as an 83rd-minute substitute for Sam Werner in the 1–0 victory. On September 2, he scored his first professional goal in the 96th minute against the Portland Timbers 2. His goal was the game winner in a 2–1 victory.

In February 2022, Chavez signed with USL League One side Central Valley Fuego ahead of their inaugural season.

title: Julian Chavez (soccer)


text:
Talk:Dave Lewis (ice hockey)

External links modified
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title: Talk:Dave Lewis (ice hockey)


text:
Talk:Pushmonkey

No Mention of "Caught My Mind" being on Sopranos
Could this be added to the Wikepedia page? <IP_ADDRESS> (talk) 19:25, 22 August 2022 (UTC)

title: Talk:Pushmonkey


text:
Byzantine blue

Byzantine blue is a color ranging from light celestial blue or lazuli to dark Egyptian blue.

Dark Byzantine blue
The dark variation is best described as the color of the Byzantine night sky; it resembles dark blue-grey, Prussian and Navy blue, well attested on frescoes and mosaics.

title: Byzantine blue


text:
Wikiversity talk:Colloquium

This page should only be used for discussion about the Colloquium.

Colloquium | talk | Archive 1 (2006-2007) | Archive 2 (2009-2010)

---

Do we want the GLAM newsletter here?
If I wanted to read that newsletter, I could subscribe. As it is, I get notifications of every issue, and I don't see that this is commonly a matter for discussion here, which is what the Colloquium is for. We were getting the copy delivered here because Global_message_delivery/Targets/GLAM listed Wikiversity:Colloquium [at] en.wikiversity.org. Jtneill subscribed us, in addition to subscribing himself, 9 September 2013. Seeing no discussion of this here, I'm removing the subscription on meta, but I'll change it back if we have anything like consensus here to do so, or, of course, anyone can do that. I was just going to discuss it, but now that I see that it was unilaterally added -- and it's unusual for site-wide discussion pages to be subscribed -- I'm just removing, and I'll ping Jtneill about this. Obviously, any user who reads the newsletter and who thinks a topic should be brought to the Colloquium may do so. --Abd (discuss • contribs) 17:02, 11 March 2014 (UTC)
 * The same about "This month in education." If a Wikiversity user thinks a topic in that newsletter should be discussed, the user can bring the topic here. I'm removing the newsletters from the page. --Abd (discuss • contribs) 12:11, 25 March 2014 (UTC)

The Colloquium is for 'questions, comments or suggestions about Wikiversity'. 'This month in GLAM' and 'This month in education' do not meet that requirement. There's also a content problem with 'This month in education' that prevented users from effectively adding Colloquium content after the latest edition was inserted. I am opposed reinstating the subscriptions. -- Dave Braunschweig (discuss • contribs) 17:32, 25 March 2014 (UTC)
 * If we wanted the newsletter, a formatting error is something unusual that could be fixed. But it fills up the page and watchlists with content that isn't particularly helpful, and causes email notifications. Any user may subscribe (The GLAM subscription page is above, and there is Global message delivery/Targets/This Month in Education. --Abd (discuss • contribs) 18:24, 25 March 2014 (UTC)
 * GLAM may easily be read at GLAM/Newsletter and This Month at Education/Newsletter. From there, full sorted archives are available. I propose to remove the newsletters as well from the Colloquium archives, (they started in May 2013) except where someone has responded, if there has been any such. It's all duplicated content. By the way, the Colloquium is no longer being archived by bot, it's done manually. --Abd (discuss • contribs) 18:56, 25 March 2014 (UTC)
 * I support the proposal of GLAM news the our Colloquium. --Goldenburg111 19:39, 25 March 2014 (UTC)

 * If the community so desires it, I do not object to removing English Wikiversity from the subscription list at Meta. I do however object to removing current GLAM newspapers from the Colloquium's frontpage. They had interesting links to read from within English Wikiversity's Colloquium, and removing them damages the timeline of events in our archives, including when such newspapers were regularly posted. I have already fixed the issue with the "content" as Dave describes above, and I could easily archive it myself if we have no bot to do it. However, the GLAM newspapers are important for keeping the timeline smooth, so readers could look back and see what happened to them and when we stopped receiving them. Leaving them on the current Colloquium page does no harm, and allows for convenience readers to pick whichever issue they currently want to read immediately from Wikiversity's main discussion page. Removing them, without at least placing a proper public notice, is inconveniencing our readers as they wonder where the newspapers go; they are not as aware of other wikis such as Meta or Outreach and so would not be able to find them as easily. TeleComNasSprVen (discuss • contribs) 20:45, 25 March 2014 (UTC)
 * Addendum: issues with watchlist and email notifications are easily solved by unchecking specific Special:Preferences settings and/or removing said notifications directly from the inbox. These are issues mainly for longtime veterans of watchlist users, while neglecting those issues for newbies' and others' perspectives. TeleComNasSprVen (discuss • contribs) 20:47, 25 March 2014 (UTC)
 * I know of no way to watch the Colloquium, which is for communication among Wikiversity users, and not be notified of the newsletter postings. Watchlists are crucial for wiki maintenance, I'm not going to explain that in detail here, but what fills them up can be a problem. --Abd (discuss • contribs) 01:03, 26 March 2014 (UTC)
 * Strawman. Proper management of one's own watchlists leads to a far more beneficial outcome than inconveniencing other users from a possible (learning) resource and creating more work for them, for the sake of a few annoying notifications. TeleComNasSprVen (discuss • contribs) 02:47, 26 March 2014 (UTC)

 * Why are issues with watchlist and email notifications even important? IMO, that is a strawman argument. There has been lots of things passing through any of the major Wikiversity noticeboards, including the Colloquium, that I would not have the time nor care to pay attention and respond to, and I have opted out of notification from those appropriately. Why GLAM newspapers ought to be targeted for this issue is beyond me, since many other things create unnecessary notifications as well. TeleComNasSprVen (discuss • contribs) 20:52, 25 March 2014 (UTC)
 * We see four uses of the Colloquium:
 * Users, including new ones, ask questions of the community.
 * Users raise issues of community significance. The colloquium is our only general noticeboard.
 * The global community requests community feedback from us using the Colloquium. If, for example, stewards ask about inactive bureaucrats, following the two-year rule, they will do so on the Colloquium. There is no other place.
 * Newsletters where someone subscribed us.
 * As a suggested guideline, I'm deprecating the fourth usage, which stands out from the others. It's very new, and was never discussed. It is not a "Wikiversity community communication," unlike all the rest. If we want to have a community discussion of each newsletter issue, we could easily set that up, but we would not use this page. Some of us are subscribers, and if something is of particular community significance, any user may bring it here.
 * Users seriously maintaining the Wikiversity collaboration will watch the Colloquium. Occasional participants need not and will not. --Abd (discuss • contribs) 22:59, 25 March 2014 (UTC)

 * The removal was done out of process and without regard to current community consensus. As such, the newspapers ought to be restored.
 * The newspapers can be regarded as general announcements from the global/GLAM community. If the newspaper issue turns out to be significant to community interests, users may choose to read it, respond to it or even participate in the wider GLAM community. Why deny them the chance to do all of these things? To remove a few bytes from the page? Forgive me, but all I see is the pros outweighing the cons when it comes to leaving the newspapers in place or removing them. TeleComNasSprVen (discuss • contribs) 23:53, 25 March 2014 (UTC)

 * I'm not sure but I believe the reason both newsletters are being delivered here is that I made a contribution to each in essence advertising the course principles of radiation astronomy and the independent original research project on early telescopes. I did not subscribe to either but was checking their home pages for publication. After publication, both newsletters began appearing here. While I will probably contribute again to both, I have not done so as yet. I also enjoy reading them on the colloquium and occasionally check out some of their articles. I also like the archiving them in their own file for easy reference idea. My likely next contribution may be in May 2014. Sorry if somehow this created a problem. Both of these newsletters may default a subscription once a contribution is made to either. But, this is only a guess. Hope this helps. --Marshallsumter (discuss • contribs) 23:17, 25 March 2014 (UTC)
 * No, Marshall, that's not what happened. I described it starting this topic, Jtneill added the subscriptions. Anyone can. I notified Jtneill when I removed the first subscription, I haven't notified him about the second. You can receive the newsletters, Marshall, if you want, it's easy, I described how, above. --Abd (discuss • contribs) 00:53, 26 March 2014 (UTC)
 * (edit conflict) It turns out this particular resource is useful to at least one person (besides me). That is reason enough for keeping it on the Colloquium. There are no benefits to be had from removing it, and lots of drawbacks. Leaving it in place only expands the Colloquium by a few bytes, but allows readers the chance to participate in a new (learning) resource (the GLAM community) that were never made available to them before. TeleComNasSprVen (discuss • contribs) 23:53, 25 March 2014 (UTC)
 * Regardless, that counts Jtneill, Marshallsumter and I finding this resource quite useful, as well as to other potential Wikiversity users and readers. Only a select few, the vocal minority, has elected to bypass consensus to serve their own minor interests (less watchlist notifications, something that could be fixed rather easily). TeleComNasSprVen (discuss • contribs) 02:47, 26 March 2014 (UTC)

Possible compromise: Why not add the links GLAM/Newsletter and Education/Newsletter to the top of the page, instead of subscribing? James500 (discuss • contribs) 02:10, 26 March 2014 (UTC)
 * I might just consider the subscriptions "archived" and place them in the Wikiversity archives accordingly. That might be best to everyone's interests here. TeleComNasSprVen (discuss • contribs) 02:47, 26 March 2014 (UTC)
 * Or you could place them in the pages I just suggested. I'm going to take this as a comment that seeks the newsletters being hosted on Wikiversity, so I'll do it. --Abd (discuss • contribs) 03:02, 26 March 2014 (UTC)
 * TeleCom did copy those newsletters to the Colloquium archives. I blanked the two new archive pages he created to do that (they don't need to be deleted, we will use both of them very soon). All those newsletters are copied to the newsletter pages, for this year, and it's possible we could move them all to the newsletter pages, going back to the beginning of those subscriptions last year. There is no need to archive non-discussions from the Colloquium. Anyone who wants to see an old newsletter, it can be found much more quickly on the official archives, listed on Newsletters. --Abd (discuss • contribs) 03:49, 26 March 2014 (UTC)
 * Why just those links? Why not links to all the published newsletters?
 * Answer: because none of this is the business of the Colloquium.
 * There is another solution. It seems that one or two or maybe more want to be able to read the newsletters here on Wikiversity. So we can create a page here and subscribe that page to the newsletter. It's a community service page, so it belongs in Wikiversity space. I would create Newsletters linking to Newsletters/GLAM and Newsletters/This Month in Education and a subpage for any other WMF newsletter that any user wants to subscribe us to. Then, anyone who wants notification of a new issue may simply put the newsletter page on their watchlist. Just as easy as -- or easier than -- reading it here, with no impact on our community discussions unless someone wants to bring some issue or news here. Frankly, I'd myself prefer this solution to receiving the newsletters on my own Talk page, as some do. Someone who wants the newsletters but not the Colloquium can manage that, as well.
 * If one user wants this, I'll do it, and set up the subscriptions. --Abd (discuss • contribs) 02:43, 26 March 2014 (UTC)
 * ✅ See above. --Abd (discuss • contribs) 03:02, 26 March 2014 (UTC)
 * And the subscriptions have been created. Guess what? Since I was looking at the subscription pages, I checked. There is no wiki that has their main community discussion page subscribed. Wikipedia, for GLAM, has a Wikipedia space page, similarly to what I set up. --Abd (discuss • contribs) 03:17, 26 March 2014 (UTC)
 * The newsletter posts for this year have now been transferred to those newsletter pages. Unless I find newsletter posts that someone responded to, I don't know that we even need archives of them, they are all archived on the source pages (and the archives are linked on Newsletters). --Abd (discuss • contribs) 03:49, 26 March 2014

 * Beautiful idea! I've already been reading recent GLAM newsletters I missed. Unfortunately, no early telescopes, but that's the way it goes for now. --Marshallsumter (discuss • contribs) 23:05, 17 September 2014 (UTC)

title: Wikiversity talk:Colloquium


text:
Talk:Ashleigh Harrington

External links modified
Hello fellow Wikipedians,

I have just modified 2 one external links on Ashleigh Harrington. 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:
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 * Added archive https://web.archive.org/web/20110704180217/http://bleedfest.com:80/events/ to http://bleedfest.com/events/#may

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title: Talk:Ashleigh Harrington


text:
User:NotAnImport/Books/Wakefield

 * Wakefield
 * City of Wakefield
 * Wakefield Metropolitan District Council
 * Pontefract
 * Ackworth, West Yorkshire
 * Castleford
 * Horbury
 * Ossett
 * Alverthorpe
 * Agbrigg
 * Kirkhamgate
 * Wakefield (UK Parliament constituency)
 * Battle of Wakefield
 * Wakefield Cathedral
 * Wakefield Kirkgate railway station
 * Wakefield Westgate railway station
 * The Hepworth Wakefield
 * Theatre Royal, Wakefield
 * Sandal Castle
 * Wakefield College
 * Queen Elizabeth Grammar School, Wakefield
 * Outwood Grange Academy
 * Wakefield Museum
 * Wakefield Express
 * National Coal Mining Museum for England
 * Wakefield Trinity
 * Belle Vue (Wakefield)
 * Wakefield Mystery Plays
 * HM Prison Wakefield
 * Here We Go Round the Mulberry Bush
 * The Grand Old Duke of York
 * Rhubarb Triangle

title: User:NotAnImport/Books/Wakefield


text:
Richard Zare

Richard Neil Zare (born November 19, 1939, in Cleveland, Ohio) is the Marguerite Blake Wilbur Professor in Natural Science and a Professor of Chemistry at Stanford University. Throughout his career, Zare has made a considerable impact in physical chemistry and analytical chemistry, particularly through the development of laser-induced fluorescence (LIF) and the study of chemical reactions at the molecular and nanoscale level. LIF is an extremely sensitive technique with applications ranging from analytical chemistry and molecular biology to astrophysics. One of its applications was the sequencing of the human genome.

Zare is known for his enthusiasm for science and his exploration of new areas of research. He has mentored over 150 PhD students and postdoctoral researchers, of whom more than 49 are women or members of minorities. Zare is a strong advocate for women in science, and a fellow of the Association for Women in Science (AWIS) as of 2008.

Education
Zare earned his BA in chemistry and physics in 1961 and his PhD in 1964 in physical and analytical chemistry at Harvard University. As an undergraduate he worked with William Klemperer. Zare moved to the University of California, Berkeley to do PhD work with Dudley Herschbach, then returned 2 years later when Herschbach accepted a position at Harvard. Zare completed his PhD thesis, a theoretical analysis of Molecular fluorescence and photodissociation, with Herschbach at Harvard in 1964.

Career
Zare joined Massachusetts Institute of Technology as an assistant professor in 1965. From 1966 to 1969, he was jointly appointed in the departments of chemistry, physics and astrophysics at JILA at the University of Colorado Boulder. In 1969 he became a full professor in the department of chemistry at Columbia University. He was named the Higgins Professor of Natural Science at Columbia in 1975.

In 1977 Zare accepted a position as a full professor of chemistry at Stanford University, becoming the Marguerite Blake Wilbur Professor in Natural Science in 1987. He served as chair of the chemistry department from 2005 to 2011.

Zare served on the National Science Board (NSB) of the National Science Foundation (NSF) from 1990 to 1996, and was the board's chair from 1994 to 1996. He was a founding co-editor of the Annual Review of Analytical Chemistry from 2008–2012. He is a member of the editorial advisory boards of other scientific publications, among them Chemistry World, Angewandte Chemie, Central European Journal of Chemistry, Journal of Separation Sciences and the Chinese Journal of Chromatography. Zare served on the Physical Sciences jury for the Infosys Prize from 2014 to 2016. He is chairman of the board of directors at Annual Reviews, Inc., and serves on the board of directors of The Camille and Henry Dreyfus Foundation.

Research
Zare is well known for his research in laser chemistry, particularly the development of laser-induced fluorescence, which he has used to study reaction dynamics and analytical detection methods. His research on the spectroscopy of chemical compounds suggested a new mechanism for energy transference in inelastic collisions. He and his students have developed tools and techniques to examine chemical reactions at the molecular and nanoscale levels. They have explored a wide-ranging variety of problems in physical chemistry and chemical analysis including examination of heterogeneous structures in mineral samples, the contents of cells and subcellular compartments, and the chemical analysis of liquid samples.

Early in his career, the question of whether laser-induced fluorescence (LIF) could be used to study aflatoxins spurred Zare to adapt LIF for use on liquids. Work with postdoc Gerald Diebold resulted in the first use of LIF for detection in chemical analysis. This opened up the potential for a wide variety of fluid applications, including the detection of single molecules in liquids at room-temperature and detection methods for capillary electrophoresis. Zare and his coworkers have combined CCD imaging with LIF detection to detect amol and zeptamole amounts of FITC-labelled amino acids. Zare and his students have also developed cavity ring-down spectroscopy (CRDS) for quantitative diagnosis, and for high performance liquid chromatography (HPLC) Zare is also involved in the development of desorption electrospray ionization (DESI) techniques, which are being used for mass spectrometric imaging of lipids, metabolites and proteins in tissue samples, including prostate cancer.

""I'm right now very excited about mass spectrometry, still excited about lasers, all types of [analytical techniques], but to me, they're tools. They're not ends in themselves... With new tools and measurement techniques, you can make advances in all types of fundamental problems." Richard Zare"

Zare has also worked with NASA and others on astrobiology. He is one of the co-authors of a paper that appeared in Science in 1996, raising the possibility that a meteorite from Mars, ALH84001, contained traces of Martian life. Zare used two-step laser mass spectrometry (L2MS), a technique that is particularly sensitive to organic molecules, to examine samples from the interior of the meteorite. He found that the 4.5-billion-year-old Martian meteorite, discovered in Antarctica, contained polycyclic aromatic hydrocarbons. This lead researchers to speculate on the presence of fossilized remains from Mars. Other researchers questioned this interpretation, suggesting that the sample might have been contaminated after its arrival on Earth. Considerable controversy resulted, which Zare felt disrupted his ongoing laboratory research. Zare has also worked with NASA on examinations of organic materials obtained from Comet 81P/Wild by the Stardust Spacecraft.

Publications
Zare has published several books, including a widely used textbook on the topic of angular momentum in quantum systems that is considered a classic for its explanations of angular momentum algebra and the fundamentals of molecular spectroscopy. He is an author or co-author of more than 1,000 peer-reviewed papers.

Awards, honors and fellowships

 * 1974 – National Fresenius Award, Phi Lambda Upsilon
 * 1976 – Member, National Academy of Sciences
 * 1976 – Member, American Academy of Arts and Sciences
 * 1979 – inaugural recipient of the Michael Polanyi Medal, Royal Society of Chemistry
 * 1981 – Earle K. Plyler Prize
 * 1983 – Spectroscopy Society of Pittsburgh Award
 * 1983 – National Medal of Science
 * 1985 – Irving Langmuir Award in Chemical Physics
 * 1986 – Michelson-Morley Award
 * 1986 – John Gamble Kirkwood Award, ACS New Haven Section, "in recognition of his fundamental contributions in experimental and theoretical aspects of reaction dynamics."
 * 1990 – Willard Gibbs Medal
 * 1991 – Peter Debye Award
 * 1991 – National Academy of Sciences Award in Chemical Sciences, "For his pioneering laser-based techniques, deep insights, and seminal contributions, which have influenced every facet of chemical reaction dynamics."
 * 1991 – Member, American Philosophical Society
 * 1993 – Dannie Heineman Prize
 * 1993 – The Harvey Prize
 * 1995 – ACS Division of Analytical Chemistry Award in Chemical Instrumentation
 * 1996 – The Bing Fellowship teaching award
 * 1997 – California Scientist of the Year Award
 * 1998 – American Chemical Society Award in Analytical Chemistry
 * 1999 – E. Bright Wilson Award in Spectroscopy
 * 1999 – Welch Award in Chemistry
 * 1999 – Foreign Member of the Royal Society of London
 * 2000 – honorary doctorate, Faculty of Science and Technology, Uppsala University, Sweden
 * 2000 – Arthur L. Schawlow Prize in Laser Science
 * 2000 – Nobel Laureate Signature Award for Graduate Education
 * 2001 – Charles Lathrop Parsons Award
 * 2001 – Faraday Lectureship Prize, Royal Society of Chemistry
 * 2003 – Laurance and Naomi Carpenter Hoagland Prize
 * 2004 – Foreign member, Royal Swedish Academy of Sciences
 * 2004 – Foreign member, Chinese Academy of Sciences (CAS), Beijing, P.R.C.
 * 2004 – James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry, Northeastern Section of the American Chemical Society
 * 2005 – Nichols Medal, ACS (New York Section)
 * 2005 – Wolf Prize in Chemistry
 * 2005 – Howard Hughes Medical Institute Professorship
 * 2009 – F.A. Cotton Medal for Excellence in Chemical Research of the American Chemical Society
 * 2009 – BBVA Foundation Frontiers of Knowledge Award in Basic Science (co-winner with Michael Fisher)
 * 2010 – Priestley Medal
 * 2011 – King Faisal International Prize
 * 2012 – Recipient of the Reed M. Izatt and James J. Christensen Lectureship.
 * 2017 – Othmer Gold Medal from the Chemical Heritage Foundation

title: Richard Zare


text:
User:Daveydweeb~enwikiversity

I'm primarily at the English Wikipedia, using the same username. I'm far more active there. :)

title: User:Daveydweeb~enwikiversity


text:
Wikipedia:Articles for deletion/Dr. Charles Young

The result was delete. - Mailer Diablo 16:45, 16 August 2006 (UTC)

Dr. Charles Young
Technical nomination. Found this on a speedy deletion run, and I think President of UCLA and UoF is a pretty big claim to notability, so I'm referring it here for fact-checking and a third opinion. By the way, if the article survives AfD, it will probably need to be moved to eliminate the "Dr.", per Wikipedia naming convention and disambiguated with the current article on Charles Young. theProject 02:39, 11 August 2006 (UTC)
 * Delete. An article at Charles E. Young already exists about this person. TruthbringerToronto (Talk | contribs) 03:10, 11 August 2006 (UTC)
 * Speedy Delete —  I found Charles E. Young as well. Chris Griswold 07:16, 11 August 2006 (UTC)
 * Redirect to existing article. It seems plausible that someone might search for that title.  Fabricationary 08:19, 11 August 2006 (UTC)
 * Delete per duplication. Ohconfucius 04:17, 12 August 2006 (UTC)


text:
Cookbook:Risotto

| Italian Cuisine

Risotto is an Italian rice dish, most popular in northern Italy, made with a soft short-grained rice like Arborio rice. This rice has a very high starch content, making for a thick and creamy texture in the finished product. You cannot make a successful risotto using long-grained rice, however hard you try.

Traditionally, risotto is the name given to all recipes that use rice as the main component and are served as first dish in a traditional Italian lunch or dinner as usually pasta also is. When rice arrived in Italy six centuries ago from the Far East, it found an ideal place for cultivation in the Po river plain and during the Renaissance and gradually replaced rye, barley and millet for its ease of preparation and nutritious power. Its diffusion across the country gave rise to hundreds of recipes containing components of different local cultures. But the founder of all risotti is the Milan risotto, also called saffron risotto.

First the rice is sauteed in olive oil or butter to begin the cooking process, then liquid (stock and/or white wine) is added slowly, stirring continuously. The stirring helps to break down the grains and release more starch. Flavourings can be added either at the start (onions, chopped chicken, etc.) or towards the end (parmesan or grated cheese, spinach etc) depending on how long they need to cook. The actual rice will be cooked in about twenty minutes, making this a fairly quick if labour-intensive dish. Grated or ground Parmesan cheese is almost always sprinkled on top. It can be eaten as is, but risotto is generally enjoyed with one or two ingredients added. In Italy, risotto is, like pasta, usually served as first course, the second course being meat or fish.

title: Cookbook:Risotto


text:
coarse-graining

Noun

 * 1)  The rescaling of a phenomenon into units or cells of size close to the uncertainty of measurement.

title: coarse-graining