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XML - Managing Data Exchange/SyncML

Learning objectives
Upon completion of this chapter, you will be able to

 * Understand SyncML fundamentals and general syntax.
 * Understand how and why SyncML is implemented.
 * Quickly locate and use SyncML technical specifications.

Introduction
Mobile devices such as PDAs, pagers, mobile phones and laptops are- by nature- not always connected to a network. Yet these devices contain applications which require information obtained from a network in order to be useful. While most PDAs and mobile phones contain applications such as calendars, task lists, and address books for storing useful information, this information is far less useful when it is static, only available on the device itself. For example, copies of static information will always be dissimilar when changes are made on one copy or the other. Synchronization offers a device the ability to connect to a network in order to update either the information on the device or the information on the network, such that both sets of information are identical and up-to-date.

Given the proliferation of proprietary mobile devices and protocols, as well as the increasing consumer demand for ubiquitous mobile access of information, leading technology companies saw the need to create a standard, universal language for describing the synchronization actions between devices and applications. They formed a consortium to sponsor the SyncML initiative to create this language.

Currently, the SyncML consortium has been adopted and incorporated into the Open Mobile Alliance, a larger group of over 300 companies which sponsors many collaborative technology projects and protocols.

What is SyncML?
SyncML or Synchronization Markup Language is an XML-based, industry-standard protocol for synchronizing mobile data across a variety of multiple networks, platforms and devices. SyncML started as an initiative in mid 2000 by major technology companies such as Ericsson, IBM, Palm Inc., Lotus, Matsushita Ltd. (Panasonic), Motorola, Nokia, Openwave, Starfish Software, Psion and Symbian. Their initiative's goals were to create a universal language from the myriad, proprietary, synchronization protocols used by mobile devices and provide a complete set of synchronization functionality for future devices. The consortium released version 1.0 in December 2000. They then implemented new features and resolved issues with the subsequent version releases, finalizing the protocol with version 1.1 in February 2002.

The SyncML protocol is designed with these goals in mind:

 * As a common language, any device should be able to synchronize with any SyncML service (a networked data repository).
 * Any service speaking SyncML should be able to synchronize with any SyncML-capable device.
 * The protocol must address the limitations of mobile devices, specifically with respect to memory storage.
 * It must support a variety of transport protocols such as HTTP, SMTP, Bluetooth and others.
 * It must deliver common synchronization commands to all devices.
 * It builds upon existing web technologies, specifically XML.
 * Support asynchronous communication and error-handling, since the Internet has latency.

SyncML consists of client and server commands enclosed within DTD-defined...

Vocabulary
Let's begin by defining a vocabulary:

 * Client - the mobile device, its application and local database.
 * Server - a remote system communicating to the system database or application.
 * Modifications - data in fields in a database are changed.
 * Sync - The client and server exchange SyncML messages with commands.
 * Package - SyncML DTD conformant XML markup describing requests or actions to be taken by either a SyncML client or server. A package is a collection of actions to be performed
 * Message - the smallest unit of SyncML markup. Large packages are broken into separate messages.
 * Mapping - using an intermediate identifier to tie two pieces of information together. example: let's say 'green' is '5', and '5' is nice.  What is nice?  If you said 'green' you are correct. You've just done mapping!

Abbreviations:

Messages and Packages
SyncML messages are requests from either a client or server to perform some action. The action may be to synchronize data, perform some checks on data, update a status, or handle any errors with these actions. Messages are bundled together as packages, as kind of a to-do list. Messages are a laundry list of requests, and they can be pieced together out of order if sufficient mapping information is given to identify to which package the message belongs.

SyncML is designed this way to accommodate for errors and dropped messages. Should one message be dropped, a syncML client or server will know there is a problem because the mapping cannot be completed. It will then issue a request for the information to be resent. Once the data is received, the updates to the information can proceed.

Structure of a SyncML message
Like SOAP, there are two parts to the SyncML message, a Sync Header  and Sync Body . The header contains meta-information about the request, such as the target database  and source database datafield and data an existing data field with some data
 * }

Notice lines {1} and {18} start the SyncML file with the root tags. Next, the SyncHdr is defined by lines {2} and {8}. Further, lines {3,4} define the versioning information, line {5} defines the sessionID to distinguish which unique dialogue is occurring between client and server applications, line {6} shows the MsgID to uniquely identify this set of requests (this entire markup) to be performed by the requested application. Also in the syncHeader are credentials, on line {7}.

The SyncBody begins on line {9}. In this part of the syncML message, device/application status {10}, target/source URIs {12,13}, and requested actions such as the sync itself between lines {11,16}, Add and Replace {14,15} commands are given.

WBXML and SyncML
WAP Binary XML (WBXML) is a form of XML whereby the XML tags are abbreviated in order to shorten the markup for transmission to mobile devices, which commonly have bandwidth and memory limitations. The XML tags are encoded into a binary shorthand to save space. Let's take a look at an example so that this will make more sense.

The following is WBXML binary code depicting a SyncML message. Notice in the first line there is a the document type definition, represented here in hexadecimal tokens. Can you see what happens to the following string? "//SYNCML//DTD SYNCML 1.1//EN"

Immediately following this string are the characters '6D 6C 71'. Each of these represent a SyncML tag.

wbxml abbreviations

wbxml abbreviations (cont.)

tells the SyncML processor that this is the beginning of opaque (xml) data this represents the length of this opaque data The characters "1" followed by "." and "1" represents ""

All together this WBXML code snippet, 6D6C71C303"1.1"01 represents:

SyncML header snippet

So you can see how using WBXML shorthand would be a more compact means of representing XML, saving bandwidth for mobile devices.

For more information please refer to Ed Dumbill's articles on syncML with WBXML:
 * Have Data, Will Travel
 * WBXML and SyncML

SyncML specifications
The best source of information on SyncML is the protocol itself. Visit the Open Mobile Alliance for the SyncML specifications.

Open Mobile Alliance
Download OMA SyncML Specifications and white papers at the Open Mobile Alliance. Or check out the SyncML Articles at the Open Mobile Alliance.

SyncML Implementations
Although the SyncML specifications are useful, you still have to implement the protocol in your application. There are a few toolkits and implementations out there that you can use to get a head start.

SyncML Reference Toolkit
The Open Mobile Alliance has released a toolkit written in C to demonstrate SyncML. You can get it here. If you can read German, you can get a sample application using the toolkit here.

Funambol
Interested in developing SyncML for Java? Check out the open source project Funambol. It offers a Java and C++ SDK that implements the SyncML data synchronization protocol, a Java-based application framework for building SyncML server applications, and a standalone SyncML server.

Summary
Mobile Device Technology is improving and changing at a rapid pace. As US telecommunication companies implement Third generation (3G) WCDMA technology (wide-band code-division multiple access), or wireless broadband, we will begin to see powerful devices emerge on the market. These devices will be able to deliver full color, video, streaming multimedia and a variety of data services such as Multimedia Messaging Service (MMS) through WAP. In that infrastructure is becoming cheaper, these telecommunication companies are starting to shift towards being service providers and media vendors as opposed to communications utilities. Cingular wireless, multimedia messaging and ringtones services are a good example of the shift of their company towards being a media platform. The companies that will survive will be the ones that listen to customers needs and make easy-to-use services.

Telecommunications companies can add value to their services by creating custom applications and services that use SyncML for synchronization.

Exercises

 * 1) Visit the Open Mobile Alliance Website, download the pdf of the SyncML v. 1.1 protocol and review it.  Reading this reference is a valuable exercise in learning.
 * 2) Answer these questions:
 * 3) * What is WBXML and why is it used?
 * 4) * How do you foresee SyncML being used in the future?
 * 5) * Name a problematic situation whereby SyncML is the best 'tool' for the job.

''Answers: 2a) WBXML is Wap Binary XML, it is a form of XML whereby the XML tags are abbreviated in order to shorten the markup for transmission to mobile devices, which commonly have bandwidth and memory limitations. 2b) SyncML will likely be used as a general, standard syncing mechanism for synchronizing data sets between systems, not just for mobile devices. 2c) A ticket-tracking system called TNT helpdesk is a web-based open work request management system. The staff running this system would like to have live data from this system on their PDAs, listing open requests.  Currently, the PDA database is synced via a docking sync station attached to the staff members' PCs.  Staff members have to download the request list as a CSV file, convert it into a usable PDA database and upload it to the PDA, making it this process cumbersome, prone to error, and always out-of-date.  Recommendation: Create a custom app to push live updates to the PDAs using SyncML over Bluetooth/Wireless''

title: XML - Managing Data Exchange/SyncML


text:
Talk:1967 in rail transport

Untitled
"* The turnstile machine gate is introduced in North Senri railroad station, Hankyu Senri Line, Osaka, Japan, foe the first time in the world. " - deleted as obviously untrue: there were turnstiles on the New York Subway and London Underground before World War II. Perhaps some specific type of turnstile is meant? Camboxer (talk) 16:02, 16 June 2010 (UTC)

Dead link

 * http://web.library.uiuc.edu/ahx/uaccard/UAControlCard.asp?RG=1&SG=20&RS=3
 * In 1897 in rail transport on 2011-05-25 02:28:34, 404 Not Found
 * In 1967 in rail transport on 2011-05-25 04:00:00, 404 Not Found
 * In 1897 in rail transport on 2011-06-02 00:00:51, 404 Not Found
 * In 1967 in rail transport on 2011-06-06 13:45:16, 404 Not Found

--JeffGBot (talk) 13:45, 6 June 2011 (UTC)

Dead link 2

 * http://pages.ivillage.com/generaljim1/theerielackawannalimited/id19.html
 * In Grover, North Carolina on 2011-03-22 14:37:07, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1906 in rail transport on 2011-05-25 02:36:57, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1962 in rail transport on 2011-05-25 03:47:24, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1980 in rail transport on 2011-05-25 04:55:42, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1906 in rail transport on 2011-06-04 15:06:24, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1951 in rail transport on 2011-06-04 17:40:28, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1962 in rail transport on 2011-06-04 22:20:05, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'
 * In 1967 in rail transport on 2011-06-06 13:45:23, Socket Error: 'A connection attempt failed because the connected party did not properly respond after a period of time, or established connection failed because connected host has failed to respond'

--JeffGBot (talk) 13:45, 6 June 2011 (UTC)

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source: wikimedia

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

title: Talk:1967 in rail transport


text:
Rani Anna Government College for Women

Rani Anna Government College for Women is a general degree college located in Tirunelveli, Tamil Nadu. The college is named after Rani Annadurai, wife of C. N. Annadurai, the first chief minister of Tamil Nadu. It was established in the year 1970. The college is affiliated with Manonmaniam Sundaranar University. This college offers different courses in arts, commerce and science.

Science

 * Physics
 * Chemistry
 * Mathematics
 * Botany
 * Zoology
 * Geology
 * Computer science

Arts and commerce

 * Tamil
 * English
 * Economics
 * History
 * Journalism and mass communication
 * Commerce
 * Sociology
 * Human resource development
 * Social work

Accreditation
The college is recognized by the University Grants Commission (UGC).

title: Rani Anna Government College for Women


text:
Wikiversity:List of custodian mentors

Candidate Wikiversity custodians should select a mentor. Please make sure that the mentor you select is willing to mentor you. To make that completely clear, for each pair of a mentor and a custodian candidate, each must accept the other.

List of experienced custodians who are available for mentoring new custodians
"Experienced custodians" means Wikiversity custodians who have at least 3 months of experience as a sysop ("administrator" = "custodian") on Wikimedia Foundation projects.

This list is in approximate order of recent activity. Names lower down on the list may be custodians who have mentored in the past but who are are not currently very active at Wikiversity.

title: Wikiversity:List of custodian mentors


text:
Annett Wolf

Annett Wolf (born September 11, 1936) is a Danish director, writer producer, interviewer for TV documentaries, feature films and stage plays. Between 1962 and 1977, she worked for Danmarks Radio, the Danish Broadcasting Corporation, directing numerous in-depth profiles with artists such as Jacques Brel, Jerry Lewis, Dave Allen, Peter Ustinov and Peter Sellers. These documentaries were shot on location. In Hollywood, she directed a series of in-depth profiles with Jack Lemmon, Alfred Hitchcock, Walter Matthau and Telly Savalas. She also directed Hurray for Hollywood, a three-part documentary series about Hollywood and the American film industry.

Wolf received the Billedbladets Gyldne Rose (the Danish People's Choice Award) in 1976 for Jack Lemmon - A Twist of Lemmon, and in 1977 for Hurray for Hollywood. She then established herself as an independent Hollywood producer and directed documentaries, making-of featurettes, and trailers to promote major productions overseas. She left the United States in 1990 and resides in Halifax, Nova Scotia, Canada. She is in pre-production for the feature film So It Was.

Wolf should not be confused with her daughter, Hollywood publicist Annett Wolf Junior.

Early life
Annett Wolf was born in Copenhagen, Denmark, the daughter of Amory and Halfdan Wolf, owner and CEO of the wine importing agency Louis Wolf. In 1955 and 1956 she was trained by expert wine makers across Europe. She joined the family business for a short period of time, but then decided to pursue her passion for theatre, history, and drama, concluding her studies in England, Scotland and Spain.

1962–1976
In 1961, Wolf began working for Danmarks Radio, the Danish Broadcasting Corporation, as a production assistant. In 1962, she started filming jazz concerts (Bud Powell at the Montmartre Jazz club) and went on producing and directing television specials with American jazz musicians such as Erroll Garner, Bill Evans, Dexter Gordon, Dave Brubeck, Stan Getz and Ben Webster. It was also at this point she began her collaboration with the Danish jazz trumpeter and composer Palle Mikkelborg, and bass player Niels-Henning Ørsted Pedersen. Mikkelborg continues to compose and arrange the scores for Wolf's films to this day. She also worked with the American jazz saxophonist Sahib Shihab, who wrote the score for two of her films: Theme in D Minor (1963), a poetic exploration of Copenhagen by night and The Girl with the Ballet Slippers (1965), a jazz pantomime conceived by Finn Methling. The same year she co-wrote and directed Charlie Chaplin, The Man, the Clown and the Director, a three-part documentary series based on Chaplin's My Autobiography, and La Grande Famille (The Big Family), a feature documentary centered around the Spanish clown Charlie Rivel, the Rivel family and the Danish circus dynasty the Shumann's. In 1966, she convinced French mime Marcel Marceau to collaborate in writing an original visual autobiography. The Visual World of Marcel Marceau (1967) was the first color film ever broadcast by Danish TV. The drafts and final screenplay are now part of the collections of the Bibliothèque Nationale de France.

In 1969, she worked for the first time with the actor Erik Mørk, directing a television special focused on the poems and short stories by the French writer Boris Vian (Boris Vian - Erik Mørk). Throughout the 1960s Annett Wolf worked at a continuous pace, writing, producing and directing numerous documentaries and in-depth profiles each year for Danmarks Radio: musical specials (with Eartha Kitt, Bent Fabric, Juliette Gréco, Nina & Frederik and Charles Aznavour), documentaries, comedies/satires (Hov, hov). Intrigued by the technique of silent films, she produced and directed The Man Who Lost His Shoe (1969) and A Man in Search of His Soul (1971), written by Finn Methling, and starring Preben Lerdorff Rye and Berthe Quistgaard.

In addition to her broadcast career, she also worked as a theater director with her productions at the Royal Danish Theater of Micheál Mac Liammóir‘s play The Importance of Being Oscar (1970) and the Danish adaptation of the American musical revue Jacques Brel is Alive and Well and Living in Paris (1971), both starring actor Erik Mørk. Later, she adapted both productions for Danish television: Jacques Brel er i live, har det godt og bor i Paris (1974) and En aften med Oscar Wilde (1986).

During her years at Danmarks Radio, she directed numerous in-depth profiles and interviews, often shot on location: Ord et Mord uden M (1972), an essay about the Danish poet Ivan Malinowski, The World of Jerry Lewis (1972) filmed in Sweden on the set of the unreleased film The Day the Clown Cried, The World of Peter Ustinov (1973), filmed in Geneva, The World of Peter Sellers (1975), filmed in Nice and The World of Dave Allen (1975), the profile of the Irish satirist Dave Allen. The long-form interview became Wolf’s trademark, which news reporter Joan Crosby summarized for the Oakland Tribune: "I've viewed several of her documentaries One, an interview with Jerry Lewis, is a powerful piece of film which will never be shown because it dealt with a film he was producing and directing from his own script and which was never completed because money ran out. It's rare to see an interview with a star which leaves the viewer in tears, but that's what happens here as Lewis himself is seen crying and totally vulnerable. A remarkable portrait of a human being. But then Annett's very humanity is the essence that permits her to gently and deeply probe her subjects until they strip away the professional facade and reveal the human beneath."

Her admiration for the Belgium singer and lyricist Jacques Brel let her to the in-depth profile The World of Jacques Brel (1972), shot in Knokke-le-Zoute in Flanders. Fascinated with the history of the French song, she often visited Paris where she directed The World of Barbara (1972), a portrait of the French singer Barbara, and Le Temps de Vivre (1974), a three-part documentary series recording the history of French songs and ballades from the 1920s to the 1970s. The series includes original interviews with, among others, Georges Brassens, Michel Simon, Bruno Coquatrix, Serge Reggiani, Pierre Seghers, Jacques Brel, Barbara, Michel Piccoli, Georges Moustaki, Gilbert Bécaud, Serge Gainsbourg, Jane Birkin, Yves Montand, and Claude François. Her productions received critical acclaim in the national daily newspapers Politiken and Berlingske Tidende.

In 1976, she decided to take a one-year leave of absence from Danmarks Radio and went to Hollywood. With an American crew, she shot Jack Lemmon - A Twist of Lemmon, an-in-depth profile of Jack Lemmon, followed by The World of Alfred Hitchcock and Telly Savalas Alias Theo Kojak. That same year came Hurray for Hollywood, a three-part series on Hollywood and the American film industry featuring Robert Evans, John Schlesinger, Dustin Hoffman, John Cassavetes, Steven Spielberg, Michael Schultz, John Frankenheimer, Norman Jewison, Richard D. Zanuck and David Brown. This series of shows was produced in cooperation with Danmarks Radio.

1977–1990
In 1977, director Dwight Hemion and producer Gary Smith were commissioned by the CBS television network to produce a one-hour special, Elvis in Concert. The show became Elvis Presley’s final tour. Wolf was hired to cover all the behind the scenes activities and to interview Elvis’s fans. She also interviewed Elvis Presley’s father Vernon Presley. The show was aired October 3, 1977—two months after Elvis Presley's death.

In 1978 Wolf decided to settle permanently in Los Angeles. She wrote, produced and directed the documentary Jaws 2 – the making-of for the producers Richard D. Zanuck and David Brown.

Under contract to major studios (Universal, Paramount Pictures, 20th century Fox), she started to shape the "making off" genre: Star Trek: The Motion Picture (1979), Paradise Alley (1978), Nighthawks (1979) Dracula (1979), starring Frank Langella, 48 Hrs. (1980), Somewhere in Time (1980), Ghost Story (1981), Missing (1982), Cat People (1982) amongst others. First under the banner of Don Stern Productions, and from 1981 on, with her own company, Mc Curry-Wolf enterprises, these documentaries, trailers, featurettes, behind the scenes and interviews, were often announced and reviewed in issues of The Hollywood Reporter and Variety, and used to promote and market the American major films overseas through United International Pictures, London.

In 1980, she also directed It's a New Day, a short documentary on new attitudes and technologies which are helping the physically handicapped overcome their difficulties. Written and produced by Fern Field for the South Bay Mayor's Committee for the Employment of the Handicapped, the film won a CINE Golden Eagle and a Silver Cindy in the Chicago International Film Festival.

In 1985 Wolf went to Stockholm to interview the Russian ballet dancer Rudolf Nureyev. Face to Face with Rudolf Nureyev was produced for ABC’s Arts Cable and Entertel, Inc.

In April 1986, a tribute was held at the American Film Institute to celebrate her 25th anniversary in the business.

In 1986 and 1987, she hosted An Evening With…, a series of live conversations in Los Angeles with guests: Dudley Moore, Sydney Pollack, Sir David Puttnam, Michel Legrand and Marcel Marceau.

In 1988, she joined advertising executive Harry Webber, directing the musical drama Crossfire. 23 young former gang members of the Bounty Hunter Bloods from the Nickerson Gardens Housing Projects in Watts told their personal stories on stage. Crossfire was credited by the Los Angeles Times as being the first serious effort by the L.A. gangs to stop a war that claimed 300 young lives every year. The taping of the play is freely and legally available to watch on the internet.

Following Crossfire, Wolf spent much of her time fundraising to help save prematurely born HIV-positive babies and support their teenage mothers before she left the United States in 1990.

1982–1990
Annett Wolf also served as the Los Angeles chair of the Performing Arts Committee for Scandinavia Today, Los Angeles

In 1983, Scandinavia Today was a celebration of Scandinavian film, art and culture taking place in Los Angeles and New York. Besides chairing the event, Wolf was the presenter and interviewer of live conversations with Danish director Bille August, Swedish actors Max von Sydow, Liv Ullmann, Harriet Anderson, Ingrid Thulin and cinematographer Sven Nykvist.

In cooperation with Geoffrey Gilmore, head of the school of Theater, Film and Television at UCLA, University of California, Los Angeles the Scandinavia Today committee commissioned the complete restoration of Danish director Carl Theodor Dreyer’s 1928 avant-garde silent film classic The Passion of Joan of Arc. The Danish composer Ole Schmidt created an original score for orchestra and chorus in 1982, and the film premiered in 1983 at a live performance at the Wadsworth Theater of Performing Arts in Los Angeles.

Wolf also hosted and presented the American premier of Ingmar Bergman's drama Fanny and Alexander at the Academy of Arts and Sciences Theater in Beverly Hills.

In 1983, Wolf co-founded Women in Film and Television International (WIFTI), a global network of some 40 Women in Film Chapters worldwide with over 13,000 members dedicated to advancing professional development and achievement for women working in all areas of film, video, and other screen-based media. Wolf was the organization’s first President.

When WIFTI organized a tribute to Norman Jewison and Miloš Forman, Wolf hosted the live conversations with the two directors.

During that decade, she lectured and conducted workshops on film directing and the art of the in depth interview in UCLA, University of Southern California and the American Film Institute.

1991–2015
In 2000, Wolf founded The Wolf Foundation, a non-profit organization established to protect and preserve the natural balance of the Arctic environment and its wildlife. In 2004 she went to Yellowknife, in the Canadian Northwest Territories to research arctic wildlife especially wolves in the Thelon Wildlife Sanctuary. Since then she has often been back to the Canadian Arctic where she continues her commitment to protect and preserve the arctic environment.

In 2005, she published her autobiography The Wolf and the Glass Eye (Ulven og Glasøjet) in Denmark.

Today, Wolf continues to lecture on documentaries and "The art of the in-depth Interview" at the University of King's College and mentors students producing the podcast "We Are Talking", conversations with a community of thinkers, dedicated to talking through some of today’s most topical themes. Wolf also teaches film and "The art of the in-depth Interview" at Dalhousie University, Halifax. Since 2013 she has been working with students from the sustainability and environmental department at Dalhousie University researching the impact of climate change in the Inuit communities, the environment and the wildlife in the Canadian Arctic.

She's currently preparing a feature film, "A Band Of Two". The film will tell the story of a woman in her seventies. Driven by the childhood vision of an imperial white wolf, challenged and haunted by memories, she embarks on an epic adventure in the Arctic. The project is being set up as an international co-production to be shot in the Canadian Arctic, Spain, England, Wales and Denmark.

Later events
In January 2016, the French Cinémathèque française in Paris held a large retrospective of her body of work consisting of 25 films. Wolf attended the event, introduced many screenings and gave a masterclass.

It was the first time her films were screened in France, and the retrospective was granted a large press coverage. French critic Jacques Mandelbaum in Le Monde newspaper called her "The lady who makes the stars open up".

While Wolf was in Paris, French filmmaker Damien Bertrand, who also served as a curator for the retrospective, directed an hour-long in-depth profile,  Instantanés du XXe siècle : Annett Wolf  , produced by Narratio Films. The film premiered at Cinémathèque française in March 2017 and was later broadcast on TV the same year.

In October 2017, the Danish Film Institute also held a retrospective of her body of work, which also drew much attention from the press, including a 6-page story in the national daily newspaper Politiken

Personal life
Annett Wolf is the mother of Annett Wolf Junior, Hollywood publicist, co-founder of Wolf-Kasteler Public Relations (WK-PR agency)

Organizations

 * Wise Wolf Productions: President and Founder (2012)
 * The Wolf Foundation: President and Founder (2000)
 * The Wise Wolf and Friends Company, Inc.: President and Founder (Nova Scotia, 2008)

Professional affiliations

 * Current
 * The Association of Danish Film Directors: Member
 * Women in Film and Television Atlantic: Honorary Board Member
 * Women in Film and Television International (WIFTI): Honorary Board Member
 * Women in Film and Television Toronto: Honorary Member

 * Former

 * Women in Film International (Los Angeles): Co-Founder and President
 * Women in Film (Los Angeles): Board member/Vice-President
 * The Performing Arts Committee for Scandinavia Today (Los Angeles): Chair
 * The Int'l Advisory Committee of the American Cinematheque (Los Angeles): Member
 * The University of California, Los Angeles: Lecturer
 * The University of Southern California (Los Angeles): Lecturer
 * The American Film Institute (Los Angeles): Lecturer
 * American Cinematheque (Los Angeles): Lecturer

Main filmography

 * ''Theme in D Minor -1964
 * The Girl with the Ballet Sleeper (Pigesko) - 1965
 * Charles Chaplin, the Man, the Clown and the Director (Charlie Chaplin: Mennesket, klovnen og instruktøren) - 1965
 * La Grande Famille (Den Store Familie) - 1965
 * The Visual World of Marcel Marceau (Le Monde Visuel de Marcel Marceau, En Mimikers Verden - Marcel Marceau) - 1967
 * Fata Morgana : Nina and Frederyk - 1967
 * Expo 1968 (Kvinden 68) - 1968
 * Boris Vian / Erik Mørk - 1969
 * The Man who Lost his Shoe (Manden der Mistede Sin ene Sko) - 1969
 * A Man in Search of his Soul (En Sømand har sin Enegang) - 1971
 * The World of Jacques Brel (Le Monde de Jacques Brel, Jacques Brel og hans Verden) - 1972
 * Ord Er Et Mord Uden M - Ivan Malinowski - 1972
 * The World of Barbara (Le Monde de Barbara, Barbara og hendes Verden) - 1972
 * Danmarks Schade - Schades Danmark - 1972
 * The World of Jerry Lewis (Jerry Lewis og hans Verden) - 1972
 * The World of Peter Ustinov (Peter Ustinov og hans Verden) - 1973
 * Le Temps de Vivre (Tid til at Leve, The Time to Live) - 1974
 * The World of Peter Sellers (Peter Sellers og hans Verden) - 1975
 * The World of Dave Allen - 1975
 * Jack Lemmon - A Twist of Lemmon - 1976
 * The World of Alfred Hitchcock (Alfred Hitchcock og hans Verden) - 1976
 * The World of Walter Matthau (Walter Matthau og hans Verden) - 1976
 * Telly Savalas alias Theo Kojak - 1976
 * Hurray for Hollywood (Hollywood 76 / 77) - 1977
 * Elvis in Concert - 1977 (writer and behind the scenes footage director)
 * Jaws 2 - The Making-off -1978
 * Star Trek, The Motion Picture - The Making-off -1979
 * Dracula (1979) - The Making-off -1979
 * 48hrs. - The Making-off -1980
 * Missing - The Making-off -1982
 * Face to Face with Rudolf Nureyev -1985

title: Annett Wolf


text:
Algebra/Solving equations

Quadratic equations
Up to now you have only dealt with equations and expressions involving just x; in this section we'll move onto solving things which have $$x^2$$ in them.

All quadratic equations can be arranged in the form $$ax^2+bx+c=0\ (a \ne 0)$$, and a,b,c are all constants. Now let's look at some examples:

Examples: Rearrange the following equations in the form $$ax^2+bx+c=0 \qquad$$:

(1)\qquad x(x-3)=3-5x; \qquad

$$

Solution for (1):

 * $$ x^2 - 3x = 3 - 5x \qquad$$
 * $$ x^2 + 2x = 3     \qquad$$
 * $$ x^2 + 2x - 3 =0  \qquad$$

 * Note that in the first step you distributed the x on the left side of the equation. The second step was obtained by adding a 5x to both sides of the equation and subsequently subtracting a 3 from both sides of the equation.

(2)\qquad 2x+1=(x^2+2)\sqrt{3} $$

Solution for (2):

\begin{matrix} 2x+1&=&x^2\sqrt{3}+2\sqrt{3}\\ -x^2\sqrt{3}+2x+1-2\sqrt{3}&=&0\\ x^2\sqrt{3}-2x-1+2\sqrt{3}&=&0 \end{matrix} $$

 * Note that in the last step, both sides are multiplied by -1, to make the term $$-x^2\sqrt{3}$$ positive, so that the solving of the equation would be easier.

Factorization
Factorization is the most common way to solve quadratic equations. Let us consider again the first example above: $$ x(x-3)=3-5x $$ We have already simplified the equation into

x^2+2x-3=0 $$

Now, we want to factorize the equation - that is to say, get it into a form such as:

(x+\text{something})(x+\text{something else})=0 $$

Look at the number term c. In this example, it is -3. Now, if we are lucky, the numbers "something" and "something else" will turn out to be nice whole numbers, so let's think of two numbers that will multiply together to give -3. Either 3 and -1, or -3 and 1. But we also need to get the x term correct (here, b=2). In fact, we need our two factors of c to add together to make b. And (3)+(-1)=2. So, we have found our 'somethings': they are 3 and -1. Let's fill them in.

(x+3)(x-1)=0 $$ Just to check, we can multiply out the brackets to check we have what we started with:

\begin{matrix} (x+3)(x-1)=0\\ x^2 +3x -1x -3=0\\ x^2 +2x -3=0 \end{matrix} $$

Now, we know that in an equation the left side is always equal to the right side. And in this case the right side of the equation is 0, so from that we can conclude the term $$(x+3)(x-1)$$ must equal to zero as well. And that means that either $$(x+3)$$ or $$(x-1)$$ must equal zero. (Not convinced? Remember (x+3) and (x-1) are just numbers. Can you find two non-zero numbers which multiply to make zero?)

Let's write that algebraically:

\begin{matrix} x^2 +2x -3=0\\ x+3=0 \qquad \mbox{or} \qquad x-1=0\\ x=-3 \qquad \mbox{or} \qquad x=1 \end{matrix} $$

Thus, there are two different solutions to the same equation! This is the case for all quadratic equations. We say that this quadratic equation has two distinct and real roots.

With practice, you will often be able to write down the equation in factorised form almost immediately. Here is another example, in this case the x easily factorises out:

\begin{matrix} 2x^2&=9x\\ 2x^2-9x&=0\\ x(2x-9)&=0\\ x=0&\qquad \mbox{or} \qquad x=\frac{9}{2} \end{matrix} $$

Completing the square
Sometimes the roots (solutions) of a quadratic equation cannot be easily obtained by factorisation. In such cases, we have to solve the equation by completing the square, or using the quadratic formula (see below).

In order to complete the square, we need to rewrite the given equation in the form $$(x+a)^2=b$$. Now here is an example:

\begin{matrix} x^2+8x+9&=&0\\ x^2+8x&=&-9\\ x^2+8x+4^2&=&4^2-9\\ (x+4)^2&=&7\\ &x+4=\sqrt{7}& \quad \mbox{or} \quad x+4=-\sqrt{7}\\ &x=-4+\sqrt{7}& \quad \mbox{or} \quad x=-4-\sqrt{7}\\ &x=-1.35& \quad \mbox{or} \quad x=-6.65 \end{matrix} $$

In general, we get

x^2+kx+\left({k \over 2}\right)^2=\left(x+{k \over 2}\right)^2 $$

Note that when we reach the stage of taking the square root of both sides of the equation, we might have a negative left-hand side. In this case, the roots will be complex. If you have not yet learned about complex numbers, it is possible to simply state that the equation "has no real roots".

Quadratic Formula
The quadratic formula is a special generalization of completing the square that allows the two roots of a quadratic equation to be obtained by simple substitution. It can be used to solve any quadratic equation and is very quick to work out on a calculator.

 * $$ax^2 + bx = -c \Rightarrow x^2 + \frac {b}{a}x = \frac {-c}{a}$$

Complete the square:

 * $$x^2 + \frac {b}{a}x + \left(\frac {b}{2a}\right)^2 = \frac {-c}{a} + \left(\frac {b}{2a}\right)^2$$

Simplify:

Which equals 4y to the 19th power.

 * $$\left(x + \frac {b}{2a} \right )^2 = \frac {-c}{a} + \left(\frac {b}{2a}\right)^2$$

 * $$x + \frac {b}{2a} = \pm \sqrt {\frac {b^2}{4a^2} + \frac {-c}{a}}$$

 * $$x + \frac {b}{2a} = \pm \sqrt {\frac {b^2}{4a^2} + \frac {-4ac}{4a^2}}$$

 * $$x = \frac {-b}{2a} \pm \sqrt {\frac {b^2-4ac}{4a^2}}$$

 * $$x = \frac {-b}{2a} \pm \frac {\sqrt {b^2-4ac}}{2a}$$

 * $$x = \frac {-b \pm \sqrt {b^2-4ac}}{2a}$$

which is the desired form of the quadratic formula.

Hence, given that a quadratic is in the form $$ax^2+bx+c=0$$, the two roots are:
 * $$x={-b \pm \sqrt{b^2-4ac} \over 2a}$$

The quantity $${b^2-4ac}$$ in the equation, known as the discriminant, is an indication of the solubility and nature of the roots:
 * discriminant is positive—soluble over R, real roots
 * discriminant is zero—soluble over R, real repeated (single) roots
 * discriminant is negative—insoluble over R (yet soluble over C), no real roots

Weda's Theorem
If the quadratic equation $$ax^2+bx+c=0\ (a\ne0)$$ has two real roots $$x_1$$ and $$x_2$$, then

$$ \left\{ \begin{matrix} x_1+x_2&=&-\cfrac{b}{a}\\ x_1x_2&=&\cfrac{c}{a} \end{matrix} \right. $$

This is because $$x_1=\frac{-b+\sqrt{b^2-4ac}}{2a}$$ and $$x_2=\frac{-b-\sqrt{b^2-4ac}}{2a}$$. By simply adding or multiplying the two roots we will get the above two equations. This is called Weda's Theorem.

Using Weda's Theorem we can find the second root of a given quadratic equation without solving the equation.

Example: Given that one of the real roots of the equation $$4x^2-13x+10=0$$ is 2, find the other root without solving the equation.

Solution:

$$ \begin{matrix} x_1 \cdot x_2 &=& \cfrac c a \\ \Rightarrow x_1 \cdot 2 &=& \cfrac{10}{4}\\ x_1&=&\cfrac{5}{4} \end{matrix} $$

We can also determine the signs of two roots by applying the following rules:
 * 1) the equation has two positive roots if $$\Delta\ge0,\ \frac{c}{a}>0,\ \mbox{and}\ \frac{b}{a}<0$$;
 * 2) the equation has two negative roots if $$\Delta\ge0,\ \frac{c}{a}>0,\ \mbox{and}\ \frac{b}{a}>0$$;
 * 3) the equation has two roots with different signs if $$\ \frac{c}{a}<0$$

($$\Delta$$ represents the discriminant of the equation.)

Another problem involving Weda's Theorem:

Example: For the equation $$2x^2+ax+1=0$$, given that the sum of squares of roots is $$7\frac{1}{4}$$, find the value of $$a$$.

Solution:

$$ \begin{matrix} (x_1+x_2)^2-2x_1x_2&=&x_1^2+x_2^2\\ \left(-\cfrac{a}{2}\right)^2-2\cdot\cfrac{1}{2}&=&7\cfrac{1}{4}\\ \cfrac{a^2}{4}&=&8\cfrac{1}{4}\\ a^2&=&33\\ a&=&\pm\sqrt{33} \end{matrix} $$

Pythagorean Theorem ____________________

a^+b^=c^

Solving simultaneous linear and nonlinear equations
In previous chapters you have already learned how to solve simultaneous linear equations. Now we will learn how to solve a system of simultaneous linear and non-linear equations with two unknowns. It is usually done by substitution method.

Example: Solve the following simultaneous equations:

$$ \left\{ \begin{matrix} 2x^2+y^2-5xy&=8 & \mbox{-- (1)}\\ y-x&=2 & \mbox{-- (2)} \end{matrix} \right. $$

Solution:

$$ \begin{matrix} \mbox{Rearrange (2):} & y=x+2 & \mbox{-- (3)}\\ \mbox{Substitute(3) into (1):} & 2x^2+(x+2)^2-5x(x+2)=8\\ & 2x^2+x^2+4x+4-5x^2-10x-8=0\\ & x^2+3x+2=0\\ & (x+2)(x+1)=0\\ & x=-2 \quad \mbox{or} \quad -1\\ \mbox{Substitute x=-2 back into (3):} & y=-2+2=0\\ \mbox{Substitute x=-1 back into (3):} & y=-1+2=1 \end{matrix} $$

∴ x=-1 and y=1, or x=-2 and y=0.

Memecahkan masalah perhitungan aljabar Matemática elementar/Equações algébricas

title: Algebra/Solving equations


text:
Pays-d'en-Haut

Pays-d'en-Haut may refer to:
 * Pays d'en Haut, territory of New France (1610–1763)
 * Les Pays-d'en-Haut Regional County Municipality, regional county municipality in Québec, Canada
 * Les Pays-d'en-Haut (electoral district), a federal electoral district

Pays-d'Enhaut may refer to:
 * Riviera-Pays-d'Enhaut District, district of the Canton of Vaud, Switzerland
 * Pays-d'Enhaut District, former district of the Canton of Vaud

title: Pays-d'en-Haut


text:
Talk:David Charteris, 12th Earl of Wemyss

Newspaper article
There may be some useful material here: --Mais oui! (talk) 10:17, 16 December 2008 (UTC)
 * Lord Wemyss, 'standard bearer for Scottish heritage', dies aged 96, The Scotsman, 16 Dec 08


text:
User:CDinAshton/Wikiversity pages I'm interested in

 * WikiU Film Course
 * School of Geology
 * School of Language and Literature


text:
Kazu Wakita

Kazu Wakita (Japanese: 脇田和; 7 June 1908 – 27 November 2005) was a Japanese painter. His work was part of the painting event in the art competition at the 1936 Summer Olympics.

title: Kazu Wakita


text:
Anandalahari

The anandalahari (আনন্দলহরী; आनन्दलहरी) is a chordophone Indian musical instrument. The instrument often accompanies dance, and may act as melody and rhythm.

Name
The name anandalahari means "waves of joy". Popularly this instrument is called by onomatopoeic names like gubgubi and khamak.

Description
The anandalahari has a barrel-shaped body, open on one side, and fixed on the "bottom" of a single string. The tool body is wooden, open on both sides; the membrane is fixed in the lower and upper parts with a leather hoop and cords. Some instruments have a hole in the upper diaphragm, others not; it may be completely absent in old instruments. The vein string is attached to the bottom with a piece of bamboo or other material. The other end of the string is fixed inside a copper pot.

Use
The barrel is placed in the left armpit, the pot is taken in the left hand and the string is pulled with it, and the string is played with the right hand using a plectrum.

A similar instrument named pulluvan kudam is found in South India. Another similar instrument known as the gopiyantra kendra is used by the Munda people of Bengal and Odisha. Both the gopiyantra and the anandalahari are used by religious mendicant singers of the Sadhu type and especially by singers of the heterodox Baul faith.

Classification
Curt Sachs believed that the anandalahari and related instruments are a separate class of purely Indian plucked membranophones but ethnomusicologist, Laurence Picken and others have shown that they are clean chordophones.

title: Anandalahari


text:
1912 Ottoman general election

Early general elections were held in the Ottoman Empire in April 1912. Due to electoral fraud and brutal electioneering, which earned the elections the nickname Sopalı Seçimler ("Election of Clubs"), the ruling Committee of Union and Progress won 269 of the 275 seats in the Chamber of Deputies, whilst the opposition Freedom and Accord Party only won six seats.

Background
The elections were announced in January 1912, after the Committee of Union and Progress (CUP) lost a by-election to the Freedom and Accord Party in Istanbul in December 1911. The CUP had hoped early elections would thwart the efforts of the party to better organise itself. The CUP platform represented centralist tendencies, whilst Freedom and Accord promoted a more decentralised agenda, including supporting allowing education in local languages.

Campaign
Although the two main parties competing in the election, the CUP and Freedom and Accord, were largely secular in their political outlook, issues such as the Islamic religious piety of their candidates became sensationalised campaign topics. Seeing the potent amount of political capital to be gained by appealing to religion, as the Muslim vote was the most important in the Empire, both parties consistently accused one another of various other supposed offenses against Islamic tradition.

Freedom and Accord members accused the CUP candidates of a "disregard for Islamic principles and values" and of "attempting to restrict the prerogatives of the sultan-caliph", despite the fact that many Freedom and Accord members were quite progressive in their own lives and dealings. In return, the CUP, seeing that its previous policy of secular Ottomanism (Ottoman nationalism) was failing, turned to a similar line of Islamist rhetoric as Freedom and Accord in order to drum up support among the Muslims of the Empire; it accused Freedom and Accord of "weakening Islam and Muslims" by trying to separate the Ottoman sultan's office from the Caliphate. Although this accusation was almost identical to the one leveled by Freedom and Accord at the CUP itself, it was highly effective. Freedom and Accord retorted by claiming that the CUP, in its previous attempt to amend the constitution, was covertly trying to "denounce" and abolish the ritual fasting during the month of Ramadan and the five daily prayers.

Aftermath
The manner of the CUP's victory led to the formation of the Savior Officers, whose aim was to restore constitutional government. After gaining support from the army in Macedonia, the Officers demanded government reforms. Under pressure, the Grand Vizier Mehmed Said Pasha resigned. Sultan Mehmed V then appointed a new cabinet supported by the Officers and Freedom and Accord. On 5 August 1912, Mehmed V called for early elections. However, with the election underway in October, the outbreak of the Balkan Wars led to it being interrupted. Fresh elections were eventually held in 1914.

The CUP went to the polls in an electoral alliance with the Armenian Revolutionary Federation, but the alliance broke down after only 10 of its 23 candidates won seats due to a lack of support from the CUP.

title: 1912 Ottoman general election


text:
User:Ankit8102

'''Name:Ankit Dwivedi DOB:8th January,2002 Place of Birth:Badlapur City:Neral State:Maharashtra Country:India'''

title: User:Ankit8102


text:
Saint-Maximin

Saint-Maximin may refer to several places:
 * Saint-Maximin, Gard, a commune in the Gard department in southern France
 * Saint-Maximin, Isère, a commune in the Isère department in south-eastern France
 * Saint-Maximin, Oise, a commune in the Oise department in northern France
 * Saint-Maximin limestone, a building stone from the quarries of Saint-Maximin, Oise
 * Saint-Maximin-la-Sainte-Baume, a commune in the Var department in south-eastern France
 * St. Maximin's Abbey, Trier, a Benedictine monastery in Trier in the Rhineland-Palatinate, Germany

People

 * Allan Saint-Maximin, French footballer

title: Saint-Maximin


text:
parent-in-law

Noun

 * 1) One's spouse's parent.

Derived terms

 * co-parent-in-law

Translations

 * Basque: aita-amaginarreba
 * Bikol Central:
 * Brunei Malay: mantua
 * Cebuano: ugangan
 * Danish:
 * Finnish:
 * French:
 * German:
 * Greek:
 * Icelandic:
 * Limos Kalinga: katuganga
 * Malay: mertua
 * Maori: hungarei, hungawai
 * Mwani: mukwe
 * Norwegian: svigerforeldre
 * Russian:  or
 * Swedish:
 * Tagalog:
 * Waray-Waray: ugangan

title: parent-in-law


text:
Wikipedia:WikiProject Spam/LinkReports/archive.channelmag.co.nz

Links

 * archive.channelmag.co.nz resolves to [//<IP_ADDRESS> <IP_ADDRESS>]
 * Link is not on the blacklist.
 * Link is not on the domainredlist.
 * Link is not on the Monitorlist.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.
 * None of the mentioned users is on the blacklist.
 * Link is not on the whitelist.
 * Link is not on the monitor list.

Additions

 * Displayed all 2 additions.


text:
Template:Unsigned2

—The preceding unsigned comment was added by User: (talk • contribs)  (UTC) ru:Шаблон:Unsigned2

title: Template:Unsigned2


text:
Mahmudabad-e Fazl

Mahmudabad-e Fazl (, also Romanized as Maḩmūdābād-e Faẕl) is a village in Darbqazi Rural District, in the Central District of Nishapur County, Razavi Khorasan Province, Iran. At the 2006 census, its population was 160, in 45 families.

title: Mahmudabad-e Fazl


text:
VK Šabac

VK Šabac (ВК Шабац) is a professional water polo club based in Šabac, Serbia. As of 2023–24 season, the club competes in the Serbian League and Regional League A1.

1990–2015: The beginnings and turbulent period
The club was established in 1990. In 2001–02 season, VK Šabac promoted to the top-tier National Championship of FR Yugoslavia where it played for four consecutive seasons. In 2004–05 season, the club participated in continental LEN Euro Cup. In 2005, the city-governed Swimming Pool in Šabac was closed due to poor conditions and the club was forced to merge with Belgrade-based "Sever" water polo club.

2015–present: Rise to prominence
In June 2015, the city of Šabac finally opened renovated indoor Swimming Pool, thus way creating conditions for VK Šabac to return to hometown. The city government entrusted the club's management to manage the Swimming Pool. The club has also managed to gain promotion to the Serbian Water Polo League A for 2015–16 season.

In 2016–17 season, VK Šabac participated in second-tier Regional Water Polo League A2, finishing in third place behind VK Primorac Kotor and POŠK.

In December 2017, VK Šabac was runner-up of the 2017–18 Serbian Water Polo Cup, after losing to VK Partizan with 6–5 in the final game. In March 2018, VK Šabac gained promotion to top-tier Regional Water Polo League A1, after securing second place in Regional Water Polo League A2 and defeating VK Budva in playoffs. In Serbian Water Polo League A, VK Šabac finished the season in third place.

On October 19, 2018, VK Šabac won its first match in Regional Water Polo League A1, after defeating VK Partizan with 12–10. In December 2018, VK Šabac won the 2018–19 Serbian Water Polo Cup, after defeating VK Radnički Kragujevac with 10–9 in the final game. In 2018–19 season, VK Šabac finished the season of Regional Water Polo League A1 in sixth place, with 7–0–11 record. VK Šabac finished the historic club's season by winning its first national championship, defeating VK Crvena zvezda with 2–1 in the final series of the Serbian Water Polo League A.

The club started the 2019–20 season with matches in 2019–20 LEN Champions League Qualification round I as tournament host, winning the second place in a group and advancing to Qualification round II, where it lost in all three matches of group C thus way failing to advance to the final Qualification round. In December 2019, VK Šabac lost in the final game of the Serbian Water Polo Cup to Radnički Kragujevac with 10–8, failing to defend the title.

In European competition

 * Participations in Champions League: 1x
 * Participations in Euro Cup: 2x

Current squad
VK Šabac squad as of 2020–21 season:

Honours

 * National Championship
 * Winners (1) : 2018–19
 * National Cup
 * Winners (1) : 2019
 * Runners-up (2) : 2018, 2020

title: VK Šabac


text:
Scutigerella immaculata

Scutigerella immaculata, commonly known as the garden symphylan or glasshouse symphylid, is a species of myriapod in the family Scutigerellidae. It may have originated in Europe but now has a cosmopolitan distribution and can be a pest of crops.

Description
Superficially the garden symphylan resembles a centipede. It is white and up to 6 mm long. It has a head with three pairs of mouthparts, a pair of long antennae and no eyes. The body is segmented, the front twelve segments each bearing a pair of short legs, while the two remaining segments are limbless. The body is covered by up to 22 dorsal, slightly sclerotised tergites. The legs work in unison, the two sides alternating.

Distribution and habitat
The garden symphylan occurs in most parts of the world, having been transported inadvertently with plants: it probably originated in Europe. It lives in humus-rich soil, under stones, in leaf litter, in rotting wood, in decaying matter and in other moist places. It does not burrow but takes advantage of existing cracks. It needs high humidity levels to survive; if the relative humidity in the soil is below 75%, about 95% mortality occurs within three hours, but placing a lettuce leaf on the soil surface reduces the mortality rate considerably.

Ecology
Symphylans are rapid runners and the extra tergites give the body great flexibility, so they can twist, turn and loop, manoeuvring between soil particles rapidly in order to escape predators. They primarily feed on plant roots and detritus.

The sexes are separate in the garden symphylan. The male deposits small stalked spermatophores which the female picks up, storing the sperm in receptacles in her mouth. She produces eggs singly through a gonopore on the fourth segment, and transfers them by mouth to a frond of moss or similar location, where each is fixed and smeared with sperm. Development is direct; the newly hatched juvenile has six pairs of legs, and these increase in number as the animal grows extra segments. Moulting takes place throughout the animal's life, and it may survive for up to four years.

Large populations of garden symphylan can cause damage to crops by feeding on the root hairs, roots and tubers, the plants showing loss of vigour and reduced growth. Susceptible crops include potatoes, beetroot and maize.

title: Scutigerella immaculata


text:
Talk:David Naughton

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on David Naughton. Please take a moment to review my edit. If necessary, add after the link to keep me from modifying it. Alternatively, you can add to keep me off the page altogether. I made the following changes:
 * Added archive https://web.archive.org/20100824084423/http://movies.yahoo.com:80/movie/contributor/1800017335/bio to http://movies.yahoo.com/movie/contributor/1800017335/bio

Cheers.—cyberbot II  Talk to my owner :Online 18:36, 7 January 2016 (UTC)

Appearance in later werewolf movie
Twenty five years after An American Werewolf in London won its Academy Award, David Naughton appeared as the sheriff in another werewolf movie, Big Bad Wolf. It was probably intended as an Easter egg for horror fans. 2601:14A:503:64C0:353E:2324:3DD1:4428 (talk) 18:26, 15 January 2022 (UTC) (ileanadu)

title: Talk:David Naughton


text:
User:Conny/huggle3.css

// This is a configuration of huggle, do not change it unless you know what you do. enable:true // Last version of huggle that wrote into this configuration file (sanity check) version:3.1.9 build: 2408 3.1.9

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title: User:Conny/huggle3.css


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Wikiversity:Scope

Wikiversity is a Wikimedia Foundation project for participants to mutually cooperate in an active effort to learn. This page complements the original scope as approved by the Wikimedia Foundation in 2006.

Wikiversity is not a University
A university is traditionally a place where interested persons gather for instruction, for research, and for earning degrees. Wikiversity offers a collaborative environment for the creation, sharing, and discussion of open educational resources, open research and open academia. Wikiversity welcomes learners of all ages. Wikiversity does not grant any degrees. Wikiversity strives to have learning projects corresponding to all subjects at accredited educational institutions and any other topics that are of interest to Wikiversity community members.

Instruction
Some traditional forms of instruction incorporate a rigid duality of teaching and learning. Wikiversity community members edit collaboratively and explore their learning goals, often moving with flexibility between the roles of learner and teacher.

Teachers at bricks-and-mortar institutions
One goal of Wikiversity is to host static learning materials. Wikiversity should become a premier source for accurate teaching materials — bibliographies, lesson plans, syllabi, effective animations, well written papers, ideas for in class and at home exercises, discussion topics, course work, etc. — as well as offer a clearing house for new and emerging teaching methodologies and technologies of learning. Teachers making use of Wikiversity learning materials are encouraged to comment on and adapt those materials in a continual effort to refine and improve Wikiversity's resources.

Learning
People can always learn, but should Wikiversity offer complete courses?

Wikiversity will not be able to organize tutoring for individual courses (such tutoring would be done off-wiki), but there is no reason why individual lessons, or indeed entire courses, should not be made available under appropriate license to the community. See Online Course for more.

While complete courses are possible for a wiki, there are limitations in the wiki user environment that may make it difficulty to attract and maintain online participants in conventional courses. Conventional courses normally involve the dedication of instructors, learners and learning materials in time and space. The virtual learning environment of Wikiversity will be more suited to flexible wiki-based learning projects that will allow Wikiversity participants to come and go at any time in the usual wiki way. A fundamental unit of organization within Wikiversity will be the learning group.

Research
There are currently two major distinctions made in the research area with respect to wikis. There is research concerned with wikis as the objects of investigation, that is, research about wikis as it already exists at the Wikimedia Metawiki. Wikiversity will definitely be open to efforts that support this kind of research about wikis. Wikiversity participants will routinely engage in all types of "secondary research" that is aimed at critical evaluation of published sources of information. The other kind of research is wiki-based original research. It is not yet clear that this will be part of the Wikiversity. If the Wikiversity community decides to support original research, it will have to develop a specific set of policies to support such research activities.

About wikis
There is already a large body of research that has been conducted within various institutions pertaining to wikis. For example, the Wiki Research Bibliography is a bibliography of scientific publications and sources about wikis in general, Wikipedia in particular. Additions should be made there only for the time being.

Using wikis
Although the use of wikis as a collaborative basis for research in various subjects is indisputably useful, the question arises as to whether Wikiversity can actually host work-in-progress.

WiseWoman is of the opinion that the Wikiversity should be reserved for completed research — however, papers that have not been published elsewhere should be welcomed (only if they're under a free license of course). However, providing for learning communities to develop, modify and use the materials on Wikiversity, itself constitutes a way in which research could be done as an activity on Wikiversity.

Earning Degrees
In order to earn a degree, a certain amount of credit must be earned with an accredited organization, that is, some body of experts must determine that the program and the coursework make sense in the context of the degree to be conferred.

Wikiversity is not a degree granting institution, although the materials available at Wikiversity can definitely be used by students and instructors at accredited institutions as a basis for the partial fulfillment of examination requirements for an accredited course.

What Wikiversity is not

 * We do not run traditional courses
 * We do not grant degrees
 * We are not out to get accreditation
 * We are not a place for duplication of other Wikimedia projects

Digital libraries
The Wikiversity can provide a commented guide to the varied digital libraries around. But we do not provide our own library.

Wikimedia projects
Wikiversity will seek to complement other Wikimedia sites by adding to their content, and acting as a resource for their communities. However, it will not seek to duplicate their material.

Wikibooks
Wikibooks is a repository of textbooks, which are specifically educational resources, but which are ultimately developed to be books. Wikiversity will host educational content on similar subjects, but its aim is to host and create multimedia learning resources which can be used flexibly, in different contexts, whether as "off the shelf" resources for teachers in class, or as prompts for collaborative work themselves — whether within Wikiversity, or even other Wikimedia projects (eg. about academic versus layman writing in Wikipedia articles). This will include things like lesson plans, lecture notes, presentation slides, memory flash cards, listening exercises and educational videos (within bandwidth reason).

Wikisource
Wikisource is for hosting free-content material, much of which is out of copyright. This kind of material should stay at Wikisource, but could be used, along with other Wikimedia content, to complement material at Wikiversity. (There could also, of course, be some kind of course/material on Wikiversity about copyright or related licensing issues, that could benefit the raising of awareness of this key component of Wikimedia projects.)

Commons
As noted, Wikiversity is for multimedia learning resources (ie video, sound, graphics, text), which could also be hosted on Commons, but, if they are specifically designed for an educational use, it would probably be better to host them at Wikiversity.

Others
Other Wikimedia projects: Wikipedia, Wiktionary, Wikiquote, Wikispecies, and Wikinews have very clear goals which do not overlap with Wikiversity's. However, Wikiversity will attempt to benefit any/all of these projects — for example, by developing resources, methods and communities to improve Wikipedia articles/graphics etc., or information on animal/plant taxonomies, or, of course, translation efforts between projects.

title: Wikiversity:Scope


text:
International Relations/Structural Realism

The Premises of Structural Realism
Structural Realism usually begins with the following assumptions:
 * that the international system is anarchic; that is, there is no credible power above the states that compromise the system.
 * that states cannot be certain of the intentions of other states
 * that at least some states have offensive capabilities
 * that states have preferences which they seek to realize, and that survival is a prerequisite for realizing such a preference

From these premises, Structural Realism concludes the following: because states require survival in order to seek their preferences, they seek to survive. Because they cannot be certain of the intentions of other states, which may have offensive capabilities, and because there is no higher authority which can protect them from those other states, it is rational for states to seek some optimal level of power relative to all other states in the system. Relative power can then be used as a means to survival, and therefore a means to the state's true preferences.

The result is an international system in which each state competes with every other state for relative power. While power is an unlimited resource, the competition is, in effect, zero sum, because what is important is how powerful a state is relative to all other states. An increase in absolute power for one state and no change in absolute power for all other states will mean a decrease in relative power for all other states.

Note that, in Structural Realism, states must seek power before being able to realize their preferences. Therefore, the structural imperative to seek power will, in Structural Realism, tend to override any contrary preferences that the state has, at least for a rational state. In this way, Structural Realism posits that the driving factor behind a rational state's foreign policy is not internal politics or preferences, but an externally-determined set of structural imperatives. For this reason, Structural Realists can be very dismissive of a state's domestic politics.

Structural Realists can be further divided into Offensive and Defensive Realists, based on how much power they believe is optimal. Defense Realists posit that there is some ideal level of power which a state should seek; below that level, it cannot be guarenteed of its own security, but above that level, other states will begin to see it as a threat and counter-balance it. Offensive Realists hold that states should maximize their power, since the collective action problem will impede counter-balancing.

Modified Structural Realism
Modified Structural Realism is the result of an effort by Robert O. Keohane to improve the theories of Classical and Structural Realism adding some basic assumptions from Idealist theories.

Key assumptions:

 * Sovereign states are the principal actors in the international system.
 * Emphasis is given to the role of non governmental organizations and international/ multinational organizations.
 * States are rational unitary actors each moving towards their own national interest.
 * States always try to maximise their military power but they are also interested in maximizing other forms of power such as "soft power".
 * The definition of national interests is affected by the structure of the international system and also by internal factors such as public opinion. However, internal characteristics do not shape state behavior in the international system; the anarchic structure of the international system itself does.

Modified Structural Realism cures some of the weaknesses of the theories stated above especially concerning the effective use of the state's power and the role and function of the international regimes.


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dusty miller

Noun

 * 1) * 2005: Baitinger, A, CAB abstract of "Miller - a job with promotion and opportunities for the future!", Mühle + Mischfutter, (Vol. 142) (No. 8) 233-272
 * The stereotypical image of the "dusty miller", as depicted in popular legend and some traditional literature, is a barrier, and milling is seen by younger people as low-status. There is an urgent need to change this perception through measures such as changing the designation to something like "grain and feed processing technician" and improving training provision and prospects."
 * 1) Any of several species of plants with leaves of a dusty appearance:, , , , and , syn..
 * The stereotypical image of the "dusty miller", as depicted in popular legend and some traditional literature, is a barrier, and milling is seen by younger people as low-status. There is an urgent need to change this perception through measures such as changing the designation to something like "grain and feed processing technician" and improving training provision and prospects."
 * 1) Any of several species of plants with leaves of a dusty appearance:, , , , and , syn..

title: dusty miller


text:
Ichichali

Ichichali (Ичичали; ИчичӀали) is a rural locality (a selo) in Tsudni-Shabdukhsky Selsoviet, Gumbetovsky District, Republic of Dagestan, Russia. The population was 160 as of 2010. There are 3 streets.

Geography
Ichichali is located 24 km southwest of Mekhelta (the district's administrative centre) by road. Tsundi and Kizhani are the nearest rural localities.

title: Ichichali


text:
2015 Launceston Tennis International – Women's singles

Olivia Rogowska was the defending champion, however she chose not to participate.

Daria Gavrilova won the title, defeating Tereza Mrdeža in the final, 6–1, 6–2.

Seeds
• # 🇺🇸 Irina Falconi (semifinals)

• # 🇯🇵 Eri Hozumi (quarterfinals)

• # 🇷🇺 Daria Gavrilova (champion)

• # 🇨🇳 Wang Yafan (quarterfinals)

• # 🇯🇵 Risa Ozaki (first round)

• # 🇵🇱 Katarzyna Piter (first round)

• # 🇯🇵 Junri Namigata (quarterfinals)

• # Tereza Mrdeža (final)


text:
Clavularia frankliniana

Clavularia frankliniana is a species of colonial soft coral in the family Clavulariidae. It is found in the southern Atlantic Ocean and the waters around Antarctica. It was first described in 1902 by the French zoologist Louis Roule.

Description
Clavularia frankliniana is a stoloniferous soft coral. It forms small colonies of polyps with eight tentacles which are up to 1 cm high and are usually white.

Distribution and habitat
Clavularia frankliniana is native to the Antarctic Peninsula, the coasts of the Antarctic continent and the nearby island groups. It occurs at depths down to about 600 m and grows on rocks or other hard substrates.

Ecology
This coral contains the chemical unpalatable chimyl alcohol for defensive purposes. This is insufficient to prevent the nudibranch Tritoniella belli from feeding on it, and the nudibranch incorporates the substance into its own tissues, making it distasteful to predatory starfish such as Odontaster validus, Perknaster fuscus and Acodontaster conspicuus. Reproduction in this coral can occur at any time of year and is by fission or by sexual reproduction, with the release of larvae.

title: Clavularia frankliniana


text:
Eicochrysops distractus

Eicochrysops distractus is a butterfly in the family Lycaenidae. It is found in Ethiopia, northern Uganda, Kenya, Tanzania (Mount Longido) and Yemen.

title: Eicochrysops distractus


text:
Cookbook:Tomato Concassé

Tomato concassé (French tomates concassées) is skinned, de-seeded, and diced tomato.

Ingredients

 * 1 lb (450 g) tomatoes

Procedure

 * 1) Boil a large pot of water and prepare a large bowl with ice water for refreshing the tomatoes.
 * 2) Remove the stem and core of the tomatoes by cutting a cone shaped piece out of the stem-end of each tomato. Then score a large X (arms about 1 inch / 2.5 cm long) centered on the other end of the tomato.
 * 3) Place the tomatoes in the boiling water for about 30–45 seconds then immediately submerge in the ice water bath.
 * 4) Once cool, peel the skin off the tomatoes. Then, slice the tomatoes in half around the circumference, but not through the stem. Squeeze  out the juice and seeds, scraping with a spoon.
 * 5) Lay the tomato carcasses flat on a cutting board and dice into ⅜ inch (0.75 cm) pieces.

Notes, tips, and variations

 * If you don't care that much, you can skip the skinning and seeding part and just chop the tomatoes into ⅜-inch pieces, but that's not really tomato concassé, just diced tomatoes.

title: Cookbook:Tomato Concassé


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Talk:Darva Conger

Notability
I can't believe they kept this article after an AFD vote. --Selfish Gene 2009 (talk) 15:41, 5 August 2009 (UTC)
 * I definitely think this should be merged with the Who Wants to Marry a Multi-Millionaire? article. Neither Conger nor Rick Rockwell have any noteworthiness outside of this event.Bill shannon (talk) 02:56, 16 December 2011 (UTC)
 * After thinking about it for about five minutes, I decided to merge the article with the one listed above. I was able to fit all the information into the subheading "Darva Conger's aftermath." Please don't revert without good cause, and explain yourself here. Bill shannon (talk) 03:06, 16 December 2011 (UTC)
 * Since this was reverted with no explanation, I'm going to give it one week, and if there is no objection, I'm going to revert back to having the redirect to the "WWtMaM-M?" page. Other than her affiliation with the show, her notability is spurious at best. I'm willing to listen to dissent on this, but please don't just revert without some kind of explanation. Thanks Bill shannon (talk) 08:38, 21 December 2011 (UTC)

NNDB reliability
Her birthdate is sourced from NNDB.com. But at least when looking to Talk:NNDB, the wikipedia users seem not think it is reliable. Or was that decided to be a reliable source in some discussion? I wonder how the NNDB is different from IMDB? <IP_ADDRESS> (talk) 17:44, 30 October 2011 (UTC)

title: Talk:Darva Conger


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Discrete Mathematics/Number representations

Introduction
You are already familiar with writing a number down, and having it mean a certain combination of tens, hundreds, and so on. This is one form of number representation, but there are others. We will look at number bases and continued fractions.

Number bases
You are already familiar with base-10 number representation. For example, the number 2818 is the same as
 * 2×103+8×102+1×101+8×100

We can replace the number 10 here with any number and we obtain a different number. In general, we can represent an integer n in a base b by the following:
 * akbk+ak-1bk-1+...+a0b0

where the ai are all less than b.

We write a number base b as (akak-1...a0)b.

For example, if we have the numeral 243 in base 6, we write it (243)6. When we are in base 10 we simply write the number: for example the numeral 155 in base 10 is simply written 155.

However, given a number in a base b, how can we convert it to our natural base 10 system? Likewise, how can we convert a number from our base 10 system to base b?

The first is relatively easy, the other more difficult.

Converting base b to base 10
We simply use the definition of a base-b number to convert a base-b number to base 10 - that is we simply multiply out.

For example
 * (919)12=9×122+121+9=1317.

Converting base 10 to base b
This task however is slightly more difficult, and there are several ways of performing this task.

One method is to write each step using the division algorithm from the ../Number theory/ section. For example, if we wish to convert 1317 to base 12:
 * 1317 = 12 × 109 + 9
 * 109 = 12 × 9 + 1
 * 9   = 12 × 0 + 9

So in base 12, (919)12=1317.

Real numbers
We've just seen how we can convert integers from base to base, but how do we work with converting real numbers?

Recall in base 10 we write a number such as 11.341 as
 * 1×101+1×100+3×10-1+4×10-2+1×10-3

and so we can extend our definition above of a base-b number to be akbk+ak-1bk-1+...+a0b0+a-1b-1+...

where the ai are all less than b, and the sum could terminate or go on indefinitely.

Again, how are we to convert these numbers from base to base? We can convert the integral part, but what about the fractional part (the part less than 1)?

Converting fractional n to base-b
Say we wish to convert .341 in base 10 to base 6.

We write a table, using the following rules
 * $$c_i = \lfloor{6\gamma_{i-1}}\rfloor$$
 * $$\gamma_i = 6\gamma_{i-1}-c_i$$

i     ci                   γi                6γi 0     0                   .341                2.046 1      2                   .046                0.276 2      0                   .276                1.656 3      1                   .656                3.936 4      3                   .936                5.616 5      5                   .616                3.696 6      3                   .696                4.176 7      4                   .176                1.056 8      1                   .056                0.336 9      0                   .336                2.016

It looks like this expansion will go on forever! We need to calculate for further values of i to see whether we hit a repeat value of γi to see whether we get a repetition.

So we have the approximation that .341 is near to (.20135341)6. (Calculate this using the definition. How close is our approximation?)

If we obtain a base-b representation for example, that looks something like (.18191819181918191819...)b we call the representation periodic. We often write this as
 * $$(.\overline{1819})_b$$

We use this same procedure to convert a fractional number to base-b by replacing the 6 above with b.

Converting fractional n to base 10
We have a nifty trick we can use to convert a fractional n in base-b to base 10 provided the representation repeats. Let us look at an example:

Consider $$(.\overline{3145})_7=\alpha$$. Now then
 * $$(3145.\overline{3145})_7 = 7^4\alpha$$

And now
 * $$(3145)_7+(.\overline{3145})_7=7^4\alpha$$

which is
 * $$(3145)_7+\alpha=7^4\alpha$$

Then
 * $$(3145)_7=7^4\alpha - \alpha$$
 * $$(3145)_7=(7^4-1)\alpha$$

And finally
 * $${(3145)_7 \over 7^4-1}=\alpha$$

On converting (3145)7 to base 10, we obtain the following
 * $$\alpha=1111/2400$$

Continued fractions
In a sense, the base-b representation is nice, but it has a few shortcomings in respect to accuracy. We cannot reliably represent the number $$\sqrt{2}$$ using base-b representation. This is where the continued fraction representation comes in handy, which has some nice properties regarding quadratic irrationals.

A continued fraction is a number in the form
 * $$ q_0 + {1 \over q_1 + {1 \over q_2 + {1 \over q_3+\ldots}}}$$

Since this notation is clearly rather cumbersome, we abbreviate the above to
 * $$[q_0; q_1, q_2, q_3, \ldots]$$

Again we ask ourselves how can we convert from and to this number representation? Again converting from is simpler than converting to.

Converting from continued fraction representation
We simply use our definition of the continued fraction to convert from a continued fraction. This may look difficult, but in fact is quite simple depending on which end one starts with. Let's look at an example

Consider
 * $$\alpha=[3; 1, 2, 5]$$

Now, we work from right to left. We first have the fraction
 * $${1 \over 5}$$

The next digit 2 tells us to perform
 * $$2+{1\over 5}=11/5$$

and then take the reciprocal to get
 * $${5 \over 11}$$

Now the next digit 1 tells us to perform
 * $$1+{5 \over 11}={16 \over 11}$$

and then to take the reciprocal to get
 * $${11 \over 16}$$

Now we must add q0 which is always greater than 1 and we get the result:
 * $$\alpha={59 \over 16}$$

Converting to continued fraction representation
Again, we draw up a table.

Consider the fraction 12/22, and use the following rules in the table

 * $$\theta_i = \theta_{i-1}^{-1} - q_{i-1}$$
 * $$q_i = \lfloor \theta_i^{-1} \rfloor$$

i  θi      θi-1     qi 0   12/22. 0 1  12/22   22/12   1 2   5/6     6/5     1 3   1/5     5/1     5

(stop since next row will be full of 0s)

So now the continued fraction for 12/22 is [0; 1, 1, 5].

Converting a periodic continued fraction to quadratic irrational
Firstly, we make note of a nice property of periodic continued fractions (where the sequence of qi repeat), that
 * every periodic continued fraction is a number in the form
 * $${a \pm \sqrt{b} \over c}\ \mathrm{for}\ a, b, c \in\mathbb{Z}$$

For example, consider the continued fraction
 * $$\begin{matrix}

\alpha & = & [2; 2, 1, 2, 2, 1 ...] \\ & = & [2; \overline{2, 1, 2}]\end{matrix}$$ Now
 * $$[2; \overline{2, 1, 2}]=[2; 2, 1, \overline{2, 2, 1}]$$

which we can rewrite as
 * $$\alpha=2+{1 \over {2 + {1 \over {1 + {1\over \alpha}}}}}$$

Now we can simplify to obtain
 * $$\alpha=2+{1 \over {2 + {1 \over {\alpha+1 \over \alpha}}}}$$
 * $$\alpha=2+{1 \over {2 + {\alpha \over \alpha+1}}}$$
 * $$\alpha=2+{1 \over {3\alpha+2 \over \alpha+1}}$$
 * $$\alpha=2+{\alpha+1 \over 3\alpha+2}$$
 * $$\alpha={7\alpha+5 \over 3\alpha+2}$$
 * $$\alpha{(3\alpha+2)}={7 \alpha+5}$$
 * $$\alpha{(3\alpha+2)}-5=7 \alpha$$
 * $$3\alpha^2+2\alpha-5=7 \alpha$$
 * $$3\alpha^2+2\alpha-7 \alpha-5=0$$
 * $$3\alpha^2-5 \alpha-5=0$$

which is a quadratic equation and can be solved to obtain
 * $$\alpha={\frac{5 + {\sqrt{85}}}{6}}$$.

Note that we can always roll up the continued fraction into the form (aα+b)/(cα+d)=α, which demonstrates the point that every quadratic irrational has a repeating continued fraction representation

Convergents
Say we have a continued fraction [q0; q1, ... ] which represents a number n. Let us examine the following series of fractions [q0], [q0; q1], [q0; q1, q2] and so on. Each element of the series is known as a convergent. It turns out that the series of convergents provide the best rational approximations to n.

These can be calculated from the continued fraction representation, but also from the calculation table. Let us take $$\sqrt{6}$$.

Continue as before, but place an extra -1 row, and set u-1=1, v-1=0. Iterate with the rules
 * $$u_{i+1}=q_{i+1}u_i+v_{i-1}$$
 * $$v_{i+1}=q_{i+1}v_i+v_{i-1}$$
 * $$\begin{matrix}

i  & \theta_i      & \theta_i^{-1} & q_i & u_i & v_i\\ -1 &               &               &     & 1   & 0 \\   0   & \sqrt{6}      &               & 2   & 2   & 1 \\ 1  & 2-\sqrt{6}    & 1+\sqrt{3/2}  & 2   & 5   & 2 \\ 2  & -1+\sqrt{3/2} & 2+\sqrt{6}    & 4   & 22  & 9 \\ 3  & -2+\sqrt{6}   & 1+\sqrt{3/2}  & 2   & 49  & 20 \\ \end{matrix} $$ and the sequence repeats and the continued fraction is [2; 2, 4, 2, 4, ... ]. We can continue the process to generate more convergents - the convergents are 2, 5/2, 22/9, 49/20, ...


text:
Royal Dragon Restaurant

The Royal Dragon Restaurant (มังกรหลวง) of Bangkok, Thailand was recorded in the Guinness World Records as the world's largest restaurant in 1992. The 8.35 acre restaurant had seating for 5,000 diners. It was exceeded in capacity by the current record holder, the Bawabet Dimashq (Damascus Gate) Restaurant, which opened in 2002 in Damascus, Syria, with just over 6,000 seats. The restaurant closed in ~2022 and is now a HomePro, however some buildings still stand, like the employee residence.

Menu
Although the Royal Dragon billed itself as a seafood restaurant, it served more than 1,000 Thai, Chinese, Japanese, and Western-style dishes.

title: Royal Dragon Restaurant


text:
Introduction to Likelihood Theory

Course description
The goal of this course is to familiarize students with the formal definition of likelihood and its properties relevant to statistics, with all the demonstrations and proofs included. Initially, there is no intention to go beyond maximum likelihood estimation and basic likelihood ratio tests. The prerequisites are a good course of probability theory, including probability spaces of arbitrary dimension, calculus in R^{n}, basic matrix algebra and a little experience with statistics and higher mathematics.

Course news
--Lucas Gallindo 17:21, 10 September 2006 (UTC)
 * Monday, September 10, 2006 - Course open!

Learning materials and learning projects

 * /The Basic Definitions/
 * /Maximum Likelihood Estimation/
 * /Likelihood Ratio Tests/
 * /The Case of The Exponential Family/
 * /Profile Likelihood Confidence Intervals/

Wikipedia

 * Likelihood function

Wikibooks
Works in progress: Statistics <-- This book is considered a prerequisite.

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this department, you can list your name here (this can help small departments grow and the participants communicate better; for large departments a list of active participants is not needed).

title: Introduction to Likelihood Theory


text:
Wikiversity:Hierarchy

The following text summarizes the overall structure of the schools, topics, and learning projects in the Wikiversity system. Below you will find a bullet-point list of all the Wikiversity categories and subcategories.

If you haven't already, read the Naming conventions regarding faculties, departments, and schools.

Things to consider when altering or adding to this list:

 * This is meant to be a comprehensive list of what subjects there are in education. Keep that in mind, our goal is to list subjects, not lessons or
 * When adding a category or subcategory, always check that you aren't making a duplicate. Overlap is fine, as long as it is within reason.
 * Remember that any subcategory can fit into multiple categories at any level of the hierarchy, for example, 'digital art' can be under both 'fine art' and 'computer science'
 * When you create a category that may have overlap with another, make sure to include all the existing overlapped material as subcategories.
 * Categories that could be merged should be ASAP. The sooner they are merged, the less redundant work will be done.
 * All categories need names that clearly differentiate them from others.
 * A category should only be divided on this list if there are multiple independent subjects to be studied within. Independent meaning that a student could study one without the other, and that one doesn't lead to the other. If a category is linier (a then b then c then d) it should not be divided.
 * When you create a category, please place it in all possible locations it might be relevant.
 * Someone should be able to study your subcategory without studying other subcategories (with the exception of introductions). If this is not the case, consider placing it as a subcategory of the categories they would have to study.
 * Please put all categories into the lowest possible level. That is to say, always try to see if it wouldn't fit into another category in the same level you were thinking of placing it. This is especially important when dealing with the top level.
 * Always try to keep as few subcategories inside a category as possible. If there are more then 20ish, see if further sub-categorization is possible.
 * Being higher level does not make the subject more important. Do not mess up the categorization for vanity.
 * The lowest level on this list should be what one might call the 'topic' and not the 'lesson' or 'group of lessons'. For example, 'Introductory Programming' should be here, but 'How to Start Making Games from Beginning to End' shouldn't be. 'Combinatory' should but 'Solving Permutation with Repetition' shouldn’t. 'Maya 3D' should be, but 'Painting Skin Deformations' shouldn’t be. 'C++' should be, but 'Polymorphism and Inheritance' should not. 'Photoshop' should be, but 'Blending Layers' should not. If you are still confused about whether or not your item should be included, consider the following points, your item must pass all of these requirements, not just most of them:
 * If a person were learning about the category you are about to place your subcategory in, would they have to learn the subcategory you are about to place? If so, you should probably not include it in this list. The exception is a 'Introductory' subcategory. This is only valid if there are other subcategories that do not necessarily have to be covered. For example 'Introductory Calculus' might be a subcategory of 'Calculus', or 'Introductory Programming' a subcategory of programming. Do not however simply split a category into 'Beginning', 'Intermediate' and 'Advanced' for no reason.
 * Would a layman be able to fully understand why the object you are about to place is a separate category? If not, you might want to reconsider placing it.
 * Does the item you are about to insert cover many topics and lessons? If the answer is no, you might not want to insert it.
 * If the item you are about to insert were covered as thoroughly as possible, would it make more sense for it to be a stand alone book, or a chapter in a book. If it makes more sense for it to be a chapter, you might not want to place it here.
 * Could the material that would be under your item be covered in a different way or by a different (more comprehensive) title? If so, you might not want to include it here. For example the topics that would be covered in 'How to Start Making Games from Beginning to End', could be presented in many different ways and called many different (more comprehensive) things.
 * Could someone study only your subcategory and none of the others (besides introductory subcategories)? If not, you should rethink the placement of your item.
 * If this were a school, could an entire class be made out of your item? If not, then it might be best not to include it.

Wikiversity Hierarchy
This is a work in progress... Wikiversity is very unorganized at the moment, and I am trying to sort it out. All help would be appreciated. Currently I am just documenting what we have without making changes. I hope once we have a better idea of what Wikiversity looks like, we will be able to sort it in a more coherent fashion. Damien Black 22:25, 16 September 2006 (UTC)

Key:
 * SH -- Serious Help: This category needs serious organization help!
 * RD -- Redundant: Too much overlap, does it help navigation or should it be merged?
 * CM -- Course Material: Has course material in it that should be moved to lesson pages.
 * DN -- Distinct Name: Needs a distinct name, the current one is too similar to others
 * IS -- Inappropriate Subdivision: This may be too fragmented a subdivision (see rules above).
 * UI -- Unintuitive: This is an unintuitive category, what is it for?
 * NS -- Needs Subcategories: It would be nice if someone made the subcategories for this.
 * WM -- Wrong Material: The material inside is covering the wrong things.
 * NM -- Narrow Material: The material inside is covering too narrow an area.
 * HL -- High Level: This category may be in a higher level than is should.
 * LL -- Low Level: This category doesn't fit into its parent and should be bumped up.
 * WP -- Wrong Place: This category doesn't fit into its parent and should be moved.
 * WT -- What is This: and why is it in existence.
 * MC -- Miscategorized: This seems to be miscategorized.
 * AW -- Awkward Name: Good lord, say that three times fast.

 * Engineering and Technology -- SH
 * School of Electronics -- RD, CM, DN, NM
 * School of Engineering -- RD, DN, UI
 * Engineering -- DN
 * Aerospace Engineering
 * Architectural Engineering
 * Agricultural Engineering
 * Biomedical Engineering
 * Chemical Engineering
 * Civil Engineering
 * Computer Science
 * Computer Engineering
 * Construction Engineering
 * Ecological Engineering
 * Electrical Engineering
 * Electronic Engineering
 * Mechatronics Engineering
 * Financial Engineering
 * Industrial Engineering
 * Instrumentation Engineering
 * Materials Engineering
 * Mechanical Engineering
 * Microelectronic Engineering
 * Nuclear Engineering
 * Petroleum Engineering
 * Software Engineering
 * Security Engineering
 * Structural Engineering
 * Systems Engineering
 * Telecommunications
 * Ocean Engineering and Naval Architecture
 * Engineering Mechanics
 * Institute of Construction -- NS, HL
 * School of Project Management -- WT, MC, HL, UI
 * School of Computer Science
 * Portal:Artificial Intelligence
 * Portal:Bioinformatics
 * Portal:Business Process Management
 * Portal:Compilers and Language Theory
 * Portal:Complexity Theory
 * Portal:Computer Architecture
 * Portal:Computer Logic
 * Portal:Computer Programming
 * Portal:Concurrency and Real-Time Programming
 * Portal:Cryptography
 * Portal:Databases
 * Portal:Graph Theory
 * Portal:Graphic design with computers
 * Portal:Networking
 * Portal:Operating Systems
 * Portal:Quantum Computing
 * Portal:User Interfaces
 * Portal:Web Design
 * General Engineering -- DN, RD, RD merge!
 * Division of Computer Science -- RD, merge please
 * Department of Aeronautical Engineering -- HL, NS
 * Department of Audio Engineering -- HL, NS
 * Department of Civil E|ngineering -- HL, NS
 * Department of Electrical and Electronic Engineering -- AW
 * Electronic Engineering
 * Electrical Engineering
 * Department of Information Studies -- HL
 * Department of Industrial Engineering -- HL, CM
 * Department of Materials Science -- WP
 * Department of Mechanical Engineering -- NS
 * Web Design -- HL
 * School of Mechanics -- NS
 * School of Robotics -- NS
 * Humanities
 * School of Art and Design
 * The Division of Fine Arts
 * The Division of Fashion
 * Industrial Design
 * Visual Communication Design
 * Philosophy of Art
 * School of Classics
 * Department of Latin Classics
 * School of History
 * Philosophy of History
 * Hitler's Germany -- HL
 * School of Law -- WP
 * Science Research and the Law
 * Public International Law
 * Private International Law
 * EU Law
 * International Medical Law
 * Religious Law
 * Language and Literature
 * Writing
 * History
 * Slavic
 * German
 * Tolkien
 * British novel
 * British poetry
 * American poetry
 * School of Music -- SH
 * Performance
 * Theory and Composition
 * Musicology
 * Jazz Studies
 * History
 * Western Music History
 * School of Philosophy -- SH
 * Introduction to Philosophy - convert to a "Portal:" page?
 * Initial Questions
 * Logic
 * Epistemology
 * Metaphysics
 * Philosophy of Science
 * Philosophy of Religion
 * Philosophy of Language
 * Philosophy of Mind
 * Philosophy of Art
 * Normative ethics
 * Meta-ethics
 * Philosophy of Mathematics
 * The History of Philosophy
 * The Ancient Greeks
 * Eastern Philosophy
 * Hegel
 * Bioethics
 * Social and Political Philosophy
 * School of Theology
 * Department of Buddhist Studies
 * Bible scholarship (the academically rigourous interpretation and analysis of the text)
 * Bible translation
 * Department of Roman Catholic Studies
 * Department of Comparative Religion
 * Department of Worship and Liturgics
 * Department of Protestant Divinity
 * Department of Ayyavazhi Studies
 * Division of Jewish Studies
 * New Age Religions
 * Religious studies
 * Interdisciplinary Studies -- RD
 * Environmental Sciences
 * Marine Sciences
 * Computational Sciences
 * Mental Freedom -- WT, HL
 * Academic Freedom
 * Unschooling
 * Alternative Education
 * Ecological Sustainability - WT, HL, MC
 * Toxicology
 * Permaculture
 * Energy Efficiency
 * Eco-Design
 * Religious Studies -- RD
 * Cultural Studies
 * Life Sciences
 * School of Medicine
 * School of Veterinary Medicine -- HL
 * School of Biology
 * School of Plant Sciences
 * School of Biomechanics
 * School of Pharmaceutical Sciences
 * School of Paleontology
 * Department of Molecular Biology -- HL
 * Department of Marine Biology -- HL
 * Department of Microbiology -- HL
 * Department of Ecology
 * Division of Genetics
 * Mathmatics -- NS
 * Physical Sciences -- NS
 * Practical Arts and Sciences
 * School of Architecture
 * School of Aviation -- HL
 * Institute of Construction
 * School of Education -- MC
 * School of Engineering
 * School of Entrepreneurship -- HL
 * School of Informatics
 * School of Very Small Information Systems -- HL
 * School of Foreign Language Learning -- MC
 * School of Library and Information Science
 * School of Project Management -- HL
 * School of Teleservices and Call Center Management WT, HL, HL, HL
 * School of Magic -- HL
 * Professional Schools
 * School of Business
 * accounting
 * law
 * nursing
 * School of Medicine
 * finance
 * clergy
 * engineering
 * Social Sciences
 * Anthropology
 * Communication
 * School of Media Studies
 * Development Science
 * Economics
 * Geography
 * School of Linguistics
 * School of Political Science
 * Psychology
 * Sociology
 * Social Work

title: Wikiversity:Hierarchy


text:
User:Mg-riga/sandbox

Arturs Balklavs-Grīnhofs (until 1993, Balklavs, 2 January 1933 – 13 April 2005) was a Latvian radio astronomer, outstanding science popularizer, Professor of Radio Astronomy (elected in 1993), Corresponding Member of the Latvian Academy of Sciences (LAS, elected in 1994), second director (1969-1997) of the LAS Radioastrophysical Observatory and first director (1997-2005) of the Institute of Astronomy, University of Latvia, second Editor-in-Chief (1969-2005) of the popular science quarterly Zvaigžņotā Debess (ZvD, The Starry Sky), the last issue Zvaigžņotā Debess: 60. gadskārta. In 2017, the asteroid 457743 Balklavs is named in his honour. [13]

title: User:Mg-riga/sandbox