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Talk:Comprised of

Error
< The Oxford English Dictionary regards the construction "comprised of" as incorrect,[2] >

No, it doesn't. Read what [2] says more carefully.

<IP_ADDRESS> (talk) 23:44, 10 February 2019 (UTC)
 * Absolutely, good catch. It needs redoing or omitting, which I will if you or no-one else gets round to it first (hint hint) and it also needs the cite and the text revising as the cite is not the OED itself and we don't do any favours to anyone by misattributing it. Weirdly at that free link they do not even tell you how to cite it but at the subscriber version they just say cite it as Oxford Dictionaries so that is what I guess we should go for. Cheers DBaK (talk) 11:12, 11 February 2019 (UTC)
 * ✅, sort of. I fixed the cite and had a go at the text but it's a right old can of worms ... it really ***** the ***** that the Oxford site (and G*d knows how many others. I have not checked) differentiates between The ensemble comprises of a drunk trumpet player and three bassoonists, which it thinks is wrong, and The ensemble is comprised of a drunk trumpet player and three bassoonists, which it thinks is standard English usage and signally fails to condemn. So it was fiddly just trying to get that right and it does make me perhaps wonder about the sustainability of this article in the long term, but hey. Best to all DBaK (talk) 11:57, 11 February 2019 (UTC)
 * 1. Thanks for catching my shouting, for which I apologise
 * 2. The info from Oxford is available in print in the Concise Oxford English Dictionary, page 295 in the 12th edition, ISBN 978-0-19-960108-0 'This usage is part of standard English'.
 * 3. Far be it from me &c., but the 'Oxford' input suggests that in British English at least, the whole 'comprised of' topic is completely nullified.
 * <IP_ADDRESS> (talk) 12:31, 11 February 2019 (UTC)
 * Thanks for that.
 * 1. No worries! Thank you.
 * 2. Yup. The COD page you quote seems to be the exact same material as we have currently cited to Oxford Dictionaries. Would it be preferable to cite it to your paper copy? Perhaps because the COD is a more recognizable and, er, solid thing than the slightly wibblywobbly onliney thing that is not-the-OED? I'm happy to leave it as it is or to edit it to the paper book or to see others do so while I make tea. Or not. Or something.
 * 3. Yes, yup, ja, oui and si. Holey moley moo ma you bet. The more I look at it the more it looks like we're trying to nail down blancmange. Indeed quite large tracts of this talk page are about that same existential angst type thingy. What are we writing about, how is it defined, do those parameters work, are we describing a fact or a series of views, and why does the bl**dy perspective keep shifting? Even its original creator, bless 'im, says he nearly zapped it fresh from the typewriter ribbon but didn't quite do so. I'm not going to AfD it myself but I do have moments of wondering about its appropriateness when it seems to be comprised of so many different and sometimes argumentative elements. It reminds me of another old favourite article of mine, which I am most certainly not naming here, which is another "Awful People Do This Bad Thing And They Should Not" slightly indignant one, which I love too, and which has somehow survived down the years despite its slightly meh quality when compared with articles on slightly more tangible things such as Trumpet, Cobalt or Azalea. So, I think I am probably mostly done here for a bit, having tried to help, and will see what develops. I could ban myself from here for 6 months and see what is still standing in August! Best to all, DBaK (talk) 14:25, 11 February 2019 (UTC)
 * PS See what I did there? :) DBaK (talk) 14:26, 11 February 2019 (UTC)

Hitchens quote
I attempted to sort out a mess around the Hitchens quote (no. 18 as I write) that had got messed up in a good-faith edit in 2015. It now works, but I am d*mned if I can see what it is supporting and how. I thought the Google link would take me to a usage example, but it appears not to. Fixable, or can we just delete it? Thanks DBaK (talk) 12:14, 11 February 2019 (UTC)

== The parts are comprised IN the whole ==

Is the example given by Garner a true passive ? The whole comprises the parts, the parts are comprised in the whole. Secondly, isn't the following a legitimate passive? Brass that is composed of copper and zinc by the town smith every morning --Backinstadiums (talk) 19:37, 26 August 2021 (UTC)

Inscrutable assertion in lead paragraph
It says "'comprise' means 'that which encompasses the whole'". First, a verb does not mean a noun phrase. But I can't figure out what this is even trying to say. Atario (talk) 07:15, 13 September 2022 (UTC)

 * Godzilla truly had a stroke that day. Should be corrected now.
 * Darkmagine (talk) 23:40, 8 July 2023 (UTC)

Context
Could we say, for example, the solution comprises of several security products. The solution is composed of security product1, security product2 and security product3. Would that make sense? <IP_ADDRESS> (talk) 00:24, 30 December 2022 (UTC)

title: Talk:Comprised of


text:
Wikipedia:Articles for deletion/Dr. Ronald P. Guzman Medical Center

The result was redirect to List of hospitals in the Philippines. czar 04:18, 1 September 2020 (UTC)

Dr. Ronald P. Guzman Medical Center

 * – ( View AfD View log  Stats )

This hospital doesn't seem to be notable. All the references in it are either dead links (like 12 of them), to blogs (like 4 references), primary, or otherwise not usable. The only secondary in-depth link that might have worked for notability is about the CEO, what he's trying to do, and only name drops the hospital. So, I'm not seeing anything that passes or  about it. As an alternative to straight deletion it could be redirected to List_of_hospitals_in_the_Philippines prior consensus on non-notable hospitals. Although, I'll leave that up to others to decide. — Preceding unsigned comment added by Adamant1 (talk • contribs)
 * Note: This discussion has been included in the list of Health and fitness-related deletion discussions.  Megan Barris   (Lets talk📧)  09:47, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Companies-related deletion discussions.  Megan Barris   (Lets talk📧)  09:47, 18 August 2020 (UTC)
 * Note: This discussion has been included in the list of Philippines-related deletion discussions.  Megan Barris   (Lets talk📧)  09:47, 18 August 2020 (UTC)

 Relisted to generate a more thorough discussion and clearer consensus.
 * Redirect to List of hospitals in the Philippines: Barely found anything about the hospital aside from being mentioned in, and .  ASTIG😎  (ICE T • ICE CUBE) 16:00, 23 August 2020 (UTC)

Please add new comments below this notice. Thanks, North America1000 16:05, 25 August 2020 (UTC)
 * Redirect per Superastig. Article has prior issues, including promotional material and a directory-like content that was expunged by JWilz12345 (Talk|Contrib's.)  10:15, 29 August 2020 (UTC)

source: wikimedia

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


text:
Talk:List of Lucifer characters

Dual Roles
Are Mum/Charlotte Richards and Father Kinley/Dromos to be treated as separate characters regardless of being portrayed by same actor? It seems redundant to me but maybe there is a reason for that. Someone in SoCal Area (talk) 18:20, 22 September 2019 (UTC)

Ok, Lucifer was in Crisis but..
I do not think a table needs to be added here. A mention of it is fine. Someone in SoCal Area (talk) 04:31, 12 December 2019 (UTC) Add: Tom Welling is not portraying Cain and John Constantine is not a Lucifer character. This is not appropriate to put here, nor is a table column for Crisis needed. Someone in SoCal Area (talk) 23:53, 13 December 2019 (UTC)

Chloe Decker
Where did this sentence come from: "The two got married a year later came baby Katie Morningstar."

Netflix just released the first part of Season 5 - Part 1 (8 Episodes) worldwide. There is absolutely no evidence at the moment, that this become true. So what is the source of this marriage and a (human/angel/half-angel) baby? Or is this just fan fiction? --WikiPat (talk) 10:09, 24 August 2020 (UTC)
 * Probably just vandalism. Well, nothing like that happened in S5-A. I'll tell you that. Someone in SoCal Area (talk) 16:00, 25 August 2020 (UTC)

Pictures
While I believe it's good to have pics of the main characters, it may be a little overboard to have recurring characters pics also. Plus they should be aligned with the character section so it looks odd right now. Someone in SoCal Area (talk) 16:05, 25 August 2020 (UTC)

title: Talk:List of Lucifer characters


text:
Talk:Australian Vocational Education and Training/ICAA4233A Determine and apply appropriate development methodologies

What does ICAA4233A mean? --Remi0o 23:27, 2 February 2007 (UTC)


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Uberon

The Uber-anatomy ontology (Uberon) is a comparative anatomy ontology representing a variety of structures found in animals, such as lungs, muscles, bones, feathers and fins. These structures are connected to other structures via relationships such as part-of and develops-from. One of the uses of this ontology is to integrate data from different biological databases, and other species-specific ontologies such as the Foundational Model of Anatomy.

title: Uberon


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Template talk:User uhm

Is UHM old symbol of the rainbow released to public use? --Masssiveego 07:10, 21 March 2006 (UTC)

title: Template talk:User uhm


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proposita

Noun

 * 1) The first identified female case of an inherited disease in a family; the proband or index case.
 * The proposita was an elderly woman who passed on the disorder to three of her four children and 9 of 14 grandchildren.

title: proposita


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User:JWSchmidt/Blog/5 February 2007

Featured content  I decided that Content development, Schools and Topics need to be solidified and the specific "School:" pages to be featured need to be cleaned up before actually doing featured schools on the main page. For now I am satisfied with having the main page link to portal pages that have featured content in the main namespace and links to the content development pages.

Research policy  A more pressing concern is to draft some research guidelines at the multilingual Wikiversity hub as was requested by the Board.

Allowing original research within a WikiMedia Foundation project is a major change for the Foundation. This requires a written plan that will be evaluated before original research is actually approved as a component of Wikiversity. We need to invent a system to deal with the potential problems that can come from allowing original research activities. This process started six years ago when Wikipedia started. The decision was made to not allow original research at Wikipedia because of the danger of editors trying to include bogus ideas in the encyclopedia. During the past 5 months there has been discussion,, , , of the potential problems that would arise from including original research within the Wikiversity project. We now have months of experience that show the types of original research projects that are likely to be started by Wikiversity participants. I think we now know enough to write a first draft of Wikiversity policies that would govern research activities within Wikiversity.

title: User:JWSchmidt/Blog/5 February 2007


text:
Talk:Dimitrios Grapsas

Promotion to General
I just changed all references of his rank from "Lt General" to "General". It is customary for all Greek Chiefs of Staff to receive the highest rank, even if the armed forces ceiling doesn't justify the title. Walnutjk (talk) 22:45, 8 October 2008 (UTC)

External links modified
Hello fellow Wikipedians,

I have just modified 1 one external link on Dimitrios Grapsas. Please take a moment to review my edit. If you have any questions, or need the bot to ignore the links, or the page altogether, please visit this simple FaQ for additional information. I made the following changes:
 * Added archive https://web.archive.org/web/20071220084253/http://www.geetha.mil.gr/index.asp?a_id=1988 to http://www.geetha.mil.gr/index.asp?a_id=1988

Cheers.— InternetArchiveBot  (Report bug) 07:41, 13 December 2016 (UTC)

title: Talk:Dimitrios Grapsas


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Sumona Chakravarti

Sumona Chakravarti (born 24 June 1988) is an Indian actress who works in Hindi television productions. She is best known for her roles in Sony TV's daily soap opera, Bade Achhe Lagte Hain, with Comedy Nights With Kapil on Colors TV and The Kapil Sharma Show on Sony TV.

Career
She began her acting career at the age of 11 through Aamir Khan and Manisha Koirala starrer Mann in the year 1999. In the next few years she did quite a few television shows but her big breakthrough happened in 2011 when she played the role of Natasha in Bade Achhe Lagte Hain, a television show produced by Balaji Telefilms.

In the following year she participated in the comedy show Kahani Comedy Circus Ki on Sony TV with Kapil Sharma and the duo emerged as the winners of the show. From there on began her professional partnership with Kapil Sharma that is still going on. From June 2013 to January 2016 she was seen as Manju Sharma in Comedy Nights with Kapil where she played the role of Kapil Sharma's wife. In 2016, she came back to the screen with Sony TV's The Kapil Sharma Show which she was seen playing the role of Sarla Gulati, a girl deeply in love with her neighbour Kapil. The show came back with its second season in 2018 where she is playing the role of Bhuri.

Sumona Chakravarti has presented two travel shows namely Dubai Diaries and Swiss Made Adventures both on NDTV Good Times. While she was the host in Dubai Diaries, she went in as a participant seeking the adventurous side of Switzerland in Swiss Made Adventures.

Yash Bharti Award
Sumona Chakravarti was awarded with the Yash Bharti Award on 27 October 2016 by the Government of Uttar Pradesh.

title: Sumona Chakravarti


text:
PedaGlue

This is a very early draft of a paper. The author line is open.

Abstract
''Problem: This paper focuses on using the community to provide purpose, mature feedback, and using collaboration as tools in constructing knowledge. ...'', Approach:..., Findings:..., and Conclusions:... (100 words). Paper max. 5,000 words.

What is PedaGlue?
A basic review of constructivism in the fields of learning theory appears in Wikipedia (2007). At ITHET (2004) Kennedy presented his constructivism approach named 'PedaGlue'. He taught a class how to provide pedagogical links themselves, a technique he called the Teaching of PedaGlue. Systematically and intentionally he teaches post-graduate students how to do this didactisizing (pedagogical process) themselves, and thereby rapidly develop new, modern, dynamic instructional reference material. "To ensure that life-long learning takes place, we need to empower the students to make the links themselves, thereby cancelling their dependence on their sources. Otherwise, we are sentencing them to be eternal consumers of knowledge. To achieve empowerment, we need to teach the glue to students and guarantee the next generation of lecturers and researchers. More immediately, we need to help our students to become life-long learners through teaching them how to provide their own pedagogical links, which we call Teaching PedaGlue." (Kennedy 2004)

"The didacticizing processes include:

 * giving the prerequisites,
 * giving a summary of what is to come,
 * giving the background,
 * giving the viewpoints,
 * giving the limitations,
 * giving the content,
 * giving examples which are relevant,
 * giving the links to reference material,
 * giving exercises to hammer home the material and enable the students to internalise it,
 * giving links to supplementary material to fully engage the minds of bright students,
 * assessing the students to quantify the degree of assimilation of the material. " (Kennedy, 2006)

The value of higher education resides in generic skills and attitudes rather than specific knowledge acquired — these include skills such as how to access, process, create, share and apply specific knowledge, and internalize attitudes such as critical awareness and intellectual curiosity (Marshall 1996).

How can post-graduates get international peer review and learn to work together?
There have been three subsequent years of teaching the course where students have added to the scholarly body of knowledge via the class activities. These have not been reported upon before and are now reported here.

Approach
This paper reports on how the students have been exposed to critical peer review; how this has been motivating (and revealing), and how working together was forced upon the students. The paper reports on the final two phases of the instructional development cycle: '''10. Make a Reference work. 11. Manage and maintain it.' In these years, the students have contributed to the popular site Wikipedia (Kennedy et al.,'' 2005), or the textbook site IEEE Connexions (http://cnx.org/). They learnt to collaborate with each other (and a critical world) in producing an on-line encyclopaedic entry / textbook on a set topic.

The teaching technique has been used in the Teletraffic Engineering course taught face-to-face at the University of the Witwatersrand, Johannesburg, South Africa. The broad aims of the course are to teach the student:

 * the basic probability theory underlying teletraffic.
 * how to design and specify circuit quantities for voice, based on traffic measurements and an acceptable Grade of Service.
 * how to predict, quantify, evaluate and reduce congestion in voice networks.

During these three years the post-graduate teletraffic engineering course further used a stronger constructivist approach. Group work and Problem Based Learning is expected. The lecturer's constructivist approach is documented in his paper on Pedaglue. (Although it might seem that this gives the lecturer a lighter load, this is in fact not the case.)

Two changes to search engines have occurred after publication of the paper and need to be documented. Although still advertised, link: no longer works on AltaVista. Secondly, Google has introduced http://scholar.google.com, which almost avoids the need to type "Abstract" etc. in the search string. Nevertheless, this is still a good trick for hunting down papers that are indexed by Google, but not Scholar.

How can students get immediate international peer review?
After lecturing "the dry textbook", the 2005 course was then also run on a constructivist basis. The eight students in the class had to put entries onto Wikipedia under the heading "Teletraffic Engineering" (Wikipedia 2007).

How can students learn to work together?
After lecturing "the dry textbook", the 2006 course was then also run on a constructivist basis. The eight students in the class had to put together The Teletraffic Textbook, in IEEE Connexions sponsored initially at Rice University (http://cnx.org). This taught them how to work co-operatively with the scholars that had gone before them and with their colleagues in the class, which constituted the only peer review prior to marking.

To get them thinking along the right lines, students were asked what makes the difference between an encyclopedia and a textbook. They soon realized that the textbook has examples and exercises, which the encyclopedia lacks. They were then directed to the encyclopedic information about teletraffic previously placed on the Web by the class of 2005, and requested to investigate other sources.

Students were then given three assignments of increasing difficulty, which they had to submit to IEEE Connexions and also to submit to the lecturer by e-mail as an HTML attachment:

1. The first assignment for 15 marks was to generate a first pass writing of Chapter 1, the chapter which summarizes the prerequisite knowledge that incoming students (like them) are expected (rightly or wrongly) to have absorbed, before being let loose on the true teletraffic material. This entailed a certain degree of reflection, and introspection and critical thinking.

2. The second assignment for 45 marks was for each student to write half of chapters 3-5 of The Teletraffic Textbook (TTT). This required referencing multiple sources and merging the findings intelligently. The students added value by adding in Examples and Exercises (with linked answers).

3. The third assignment for 40 marks was to rewrite part of the Chapter 1 contribution that a different student had previously written in assignment 1. This also taught them to be critical thinkers.

The students were briefed beforehand on the conventions to be used e.g., every page was to be headed with a title question that was answered in the module. See appendix 1. In-house formatting conventions were also conveyed to the students. The students themselves had to work out how IEEE connexions worked. No instruction was given here as there was no time was available for this in the course.

Did learning occur?
Learning did occur. The average mark for assignment 1 was 66% and assignment 3 was 73%. As the material being examined was the same, the positive difference indicates that Chapter One was improved through subsequent editing by other students.

The resulting Teletraffic Textbook (TTT) is divided into 5 'courses' (really chapters), each composed of learning objects called 'modules' (really web pages).

Students admitted to doing much more than twice the nominal number of hours required for the course. The 60 modules they created are listed in Appendix 1. in alphabetical order of all the chapters and modules (really files) that they created.

Future work
In 2007, assignments were to:

1. read and improve a chapter in The Teletraffic Textbook (TTT)

2. add a chapter to TTT.

3. edit and improve someone else's recently added chapter in TTT.

Chapters for TTT at the end of 2006 deal with the topics, listed here in Appendix 2 in alphabetical order, but not in logical order of presentation. The 18 bold topics are missing. The students' task for a subsequent year is to rectify this.

In the future, the students could be asked to contribute to Wikibooks.

Appendix 1
......... Title ID ... Size ... Modified ... State

1. A term closely linked to quality of service is grade of service. Why do we need to monitor grade of service? 1.7 kB 2006-02-15 10:24 AM Created 2. Answer to channel holding 1.6 kB 2006-02-14 04:43 PM Created 3. Answer to long-range dependency m13370 2006-02-14 04:23 PM Published 4. Answer to spectral efficiency 1.6 kB 2006-02-14 04:43 PM Created 5. AnswerChi-square 5.9 kB 2006-03-05 05:18 PM Created 6. AnswerChi-squareDistribution 3.8 kB 2006-03-05 05:18 PM Created 7. AnswerContingencyTest 1.6 kB 2006-03-05 05:18 PM Created 8. Course Chapter 1 - The Teletraffic textbook 2006-02-17 05:48 AM Created; Course Chapters 1-5 of The Teletraffic Textbook 2006-03-06 03:59 AM Created 9. Chi-square contingency test m13488 7.9 kB 2006-03-05 05:18 PM Checked Out 10. Give possible suggestions of any other scenarios that can be modelled by the heavy-tailed distribution? 1.6 kB 2006-02-15 10:34 AM Created 11. How can Long-Tail traffic be controlled? m13403 2006-02-15 08:57 AM Published 12. How can Long-Tail traffic be modelled? m13399 2006-02-15 09:18 AM Published 13. How does Long-Tail traffic affect Network performance? m13400 2006-02-15 08:42 AM Published 14. How is Long-Tail traffic provisioned? m13397 2006-02-15 09:05 AM Published 15. In a single throw of a die, what is the probability of getting a number greater than four? m13485 2006-03-03 01:27 PM Published 16. New technologies like CTI don't seem to have an edge over the primary telephony. Why is that so? 2.0 kB 2006-02-15 10:11 AM Created 17. Under what conditions can long-range dependence be exploited for traffic control? 1.6 kB 2006-02-15 10:42 AM Created 18. What are some of the unwanted effects of jitter? 1.7 kB 2006-02-15 10:19 AM Created 19. What causes Long-Tail traffic? m13401 2006-02-15 08:52 AM Published 20. What conditions make Statistical Independence? m13486 2006-03-03 01:24 PM Published 21. What is Brownian Motion? 1.7 kB 2006-02-15 08:14 AM Created 22. What is Congestion? 1.9 kB 2006-02-15 07:48 AM Created 23. What is GSM? 2.4 kB 2006-02-14 04:43 PM Created 24. What is Jitter? 2.8 kB 2006-02-15 08:18 AM Created 25. What is Multimedia? 2.1 kB 2006-02-15 07:53 AM Created 26. What is Open Loop? 1.8 kB 2006-02-15 08:31 AM Created 27. What is Quality of Service? 2.6 kB 2006-02-15 08:34 AM Created 28. What is Statistical Independence? m13473 3.1 kB 2006-03-03 12:24 PM Checked Out 29. What is Telephony? 2.5 kB 2006-02-15 08:03 AM Created 30. What is a Sample Space? m13483 2006-03-03 01:04 PM Published 31. What is a Service Level Agreement? 2.0 kB 2006-02-15 08:07 AM Created 32. What is a Stateless Server? 2.3 kB 2006-02-15 07:40 AM Created 33. What is a confidence limit? 1.3 kB 2006-03-05 07:49 PM Created 34. What is a protocol? 2.7 kB 2006-02-15 07:17 AM Created 35. What is a random variable? m13484 2006-03-03 01:11 PM Published 36. What is a simulation? m13492 3.7 kB 2006-03-05 08:25 PM Checked Out 37. What is an algorithm? 1.4 kB 2006-03-05 07:20 PM Created 38. What is an event? m13476 2006-03-03 01:16 PM Published 39. What is an expected frequency? m13475 2006-03-03 12:07 PM Published 40. What is channel holding time? 3.1 kB 2006-02-14 04:43 PM Created 41. What is handover? 2.8 kB 2006-02-14 04:43 PM Created 42. What is long-range dependency? m13369 2006-02-14 04:19 PM Published 43. What is mobile quality of service? 2.5 kB 2006-02-14 04:43 PM Created 44. What is nominal data? 2.8 kB 2006-03-05 05:18 PM Created 45. What is non-Poisson traffic? 12.9 kB 2006-02-14 01:27 AM Created 46. What is non-parametric statistics? 2.2 kB 2006-03-05 05:18 PM Created 47. What is provisioning? 3.1 kB 2006-02-15 07:58 AM Created 48. What is random number generation? m13490 3.2 kB 2006-03-05 07:20 PM Checked Out 49. What is spectral efficiency and sectorization? 3.6 kB 2006-02-14 04:43 PM Created 50. What is the chi-square distribution? 30.8 kB 2006-03-05 05:18 PM Created 51. What is the chi-square statistic? m13487 14.4 kB 2006-03-05 05:18 PM Checked Out 52. What is the confidence interval for the conservative party? 1.5 kB 2006-03-05 07:38 PM Created 53. What is the confidence interval of an estimate? m13491 3.8 kB 2006-03-05 07:49 PM Checked Out 54. What is the confidence interval of an estimate? m13491 3.8 kB 2006-03-05 08:00 PM Checked Out 55. What is the probability of an even throw on a die? m13474 2006-03-03 12:41 PM Published 56. What is traffic capacity versus coverage? 2.3 kB 2006-02-14 04:43 PM Created 57. What is traffic load and cell size? 3.2 kB 2006-02-14 04:43 PM Created 58. Which of the two methods of generating random numbers is most likely to produce the true random numbers? 2.2 kB 2006-03-05 07:20 PM Created 59. Why do you think we should bother ourselves with modelling long-tail traffic? 1.7 kB 2006-02-15 09:46 AM Created 60. Will all the arrivals be served? 2.2 kB 2006-03-05 08:11 PM Created

Appendix 2
1. What is Blocking? 2. What are the types of Congestions? 3. What is Congestion control? 4. What is the Engset calculation? 5. What is Flow control? 6. What are Gradings? 7. What is the High loss calculation? 8. How does Internet telephony traffic differ? 9. What is the Limited Availability Calculation? 10. What is Long-tailed traffic? (6 modules=1course) 11. What is mobile quality of service? (1 module) 12. What is Multi-media traffic? (1 module) 13. What is Quality of Service? (1 module) 14. What is Queueing? 15. What is Routing? 16. What is Tariffing? 17. What is Trade in Services? 18. How do we Manage Teletraffic data? 19. How is Telephony Traffic Forecast? 20. How is Telephony Traffic Modelled? 21. How is Telephony Traffic Simulated? 22. What is Trunking?

Biographies
Ian G. Kennedy (MSAIEE) Born Johannesburg 1945-03-29. This author has attained the following degrees at the University of the Witwatersrand, Johannesburg, South Africa: PhD, 1992; MSc(Eng), 1985; BSc(Eng), 1967. He is registered as a Professional Engineer with the Engineering Council of S. Africa. He was Development Engineer at Motorola SA in 1967; Science and Maths teacher at St Andrews School, Bloemfontein in 1968 and 1969; Research Officer at NBRI, CSIR Pretoria in 1969 and 1970. Also in Pretoria, on 1971-02-01, he joined the Department of Posts and Telecommunications, now Telkom SA, where he became a High Level Specialist (Manager). During 1999 he was a Visiting Professor to the University of Cape Town, Department of Electrical Engineering (also 1998); Visiting Professor to the University of Pretoria, Department of Electrical and Electronic Engineering. In June 1999, he returned to his alma mater, the University of the Witwatersrand, Johannesburg, South Africa, where he is currently a lecturer. He is author of the CD-ROM book "How to do Research" Pretoria: Published by the author. ISBN 0-620-27218-X. © 2006. Dr. Kennedy is a Member of The English Academy of Southern Africa.

--Ian Kennedy 10:52, 31 January 2007 (UTC)

title: PedaGlue