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Mock trial

A mock trial is an act or imitation trial. It is similar to a moot court, but mock trials simulate lower-court trials, while moot court simulates appellate court hearings. Attorneys preparing for a real trial might use a mock trial consisting of volunteers as role players to test theories or experiment with each other. Mock trial is also the name of an extracurricular program in which students participate in rehearsed trials to learn about the legal system in a competitive manner. Interscholastic mock trials take place on all levels including primary school, middle school, high school, college, and law school. Mock trial is often taught in conjunction with a course in trial advocacy or takes place as an after school enrichment activity. Some gifted and talented programs may also take place in one.

Litigation related mock trials
Litigators may use mock trials to assist with trial preparation and settlement negotiations of actual cases. Unlike school-related mock trials, these mock trials can take numerous forms depending on the information sought. For example, when faced with complex fact issues in a particular case, attorneys might convene a mini mock trial to try different methods of presenting their evidence, sometimes before a jury.

Asia Pacific
Guam has been hosting the annual Asia-Pacific Invitational Mock Trial Competition. In 2011 and 2012, there were 14 teams from Guam, South Korea, and Saipan in its 4th annual competition. The competition was held at the Superior Court of Guam. The teams made up of mostly junior and senior students from high schools. The Champion of the 4th Annual Asia-Pacific Invitational Mock Trial Competition was Marianas Baptist Academy of Saipan.

Australia
Mock trial competitions in Australia are held regionally. These include:
 * The Law Society of South Australia Mock Trial Competition comprises a series of simulated court cases by students years 10, 11 and 12 from 32 schools in South Australia.
 * The Law Society of Western Australia Interschool Mock Trial Competition is held each year for students enrolled in years 10, 11 and 12 in Western Australia. There were 773 students representing 68 teams from 38 schools participated in 2011.
 * The Capital Region Mock Trial Competition is organized by University of Canberra. There were teams of schools in Australian Capital Territory region with year 10, 11 and 12 students.
 * The New South Wales Mock Trial Competition has been running since 1981 for students years 10 and 11 in New South Wales initially with 28 schools. There have also been international events with mock trial competitions between Australia and the United Kingdom. In 2008, schools from this region also traveled to New York City to compete in the Empire Mock Trial Competition. The first Asia-Australia mock trial competition via video conference between Australian teams and a Korean team was held in 2009.

Continental Europe
Mock trials in continental Europe are less coordinated than their UK or US counterparts, but there are a few isolated examples. In Germany, the Faculty of Legal Sciences of the University of Regensburg organizes the REGINA Mock Trial. The University of Erlangen-Nuremberg organizes a mock trial specialized in administrative law. In Spain, there is a mock trial program specialized in insurance law coordinated by the Fundacion INADE-UDC Chair of Risk Management and Insurance.

United Kingdom
The National Bar Mock Trial Competition involves students taking on the roles of barristers and witnesses and presenting their case against teams from other schools. Young Citizens, in association with His Majesty's Courts and Tribunal Service and the Bar Council, has been running Mock Trial Competitions annually since 1991. The competition consists of several regional heats and a national final to decide the winner. In 2022/23, 938 students aged between 15 – 18 years old from 144 schools participated in the competition. The heats were supported by over 70 legal volunteers, including judges, barristers and law students.

The Magistrates Mock Trial Competition, organised by Young Citizens in association with the Magistrates Association, involves students taking on the roles of magistrates and witnesses. In 2022/2023, approximately 2,900 students aged between 12 – 14 years from 193 schools participated in the competition. The heats were supported by approximately 600 legal volunteers, including judges, barristers and law students.

Mock Trials are primarily aimed at promoting confidence in public speaking as well as introducing young people to the justice system and legal profession.

In Scotland, The School Mock Court Case Project runs both primary and secondary school competitions, although has undertaken a number of international competitions. Currently some 100 schools, circa 3,000 students are involved. As of 2021, international schools started entering the programme, with over 16 countries taking part.

Competition framework
Competitive mock trial functions in yearly cycles. Each year, a case packet is distributed to all participating schools in late summer to early fall. The case packet is a series of documents including the charges, penal code, stipulations, case law, and jury instructions as well as all exhibits and affidavits relevant to the case. During a mock trial, competitors are restricted to only the materials provided in the case packet and may not reference any outside sources. In order to prepare for competition, teams thoroughly read and analyze the case packet.

National mock trial teams consist of a minimum of six and a maximum of twelve official members. The size of state mock trial teams can vary; California, for example, allows up to 25 official team members. Each team prepares both sides of the case: prosecution and defense in a criminal trial, plaintiff and defense in a civil action. Each side is composed of two or three attorneys as well as two or three witnesses, all played by members of the team. Teams must be organized into two sides of five to six players for the prosecution/plaintiff and defense. It is important to note that high school mock trial is governed by state bar associations, meaning that cases, rules, and competition structure vary from state to state whereas all of college mock trial is governed by the American Mock Trial Association, meaning that every school uses the same case and is subject to the same rules.

Procedure

The mock trial begins with the judge entering the courtroom. The judge then gives out the instructions to the jury (about what they are to listen to). Then if there is a pretrial motion, the defense and prosecution give their respective pretrial arguments. The judge then lets the prosecution or plaintiff give an opening statement. Following the prosecution/plaintiff's opening statement, the judge may offer the defense to deliver the opening statement during that time as well, or to wait until after the prosecution has presented all of its witnesses. After the opening statements, examination of the witnesses begins. The prosecution/plaintiff calls their witnesses first. Witnesses are sworn in by their team's bailiff/timekeeper. A student competitor attorney for the prosecution/plaintiff does a direct examination of the witness. Once the direct examination is complete, the opposing team may cross-examine the witness. After the cross-examination, if the first team chooses, they may re-direct the witness. Likewise, the other team may do a re-cross after a re-direct. However, re-direct and re-cross examinations are only limited to the scope of the previous examination conducted by opposing counsel. This process is repeated for the two remaining plaintiff witnesses. Once the prosecution/plaintiff have finished with their witnesses, the defense may give their opening statement if not delivered before, and then the process is repeated with the defense witnesses, having the defense attorneys direct and the plaintiff attorneys cross-examine.

Once all of the witnesses have been examined, the trial moves to closing arguments. The prosecutor/plaintiff again goes first and has the option to reserve time beforehand for rebuttal. After the defense finishes their closing argument, the plaintiff may give their rebuttal argument if they still have time remaining. In some competitions, the rebuttal is limited to the scope of the defense's closing argument. Time limits are set at each level of competition to prevent the trials from running too long and to keep rounds of competition running smoothly. Time limits are as follows:

Time limits may vary from state-to-state competitions. Please note that time is kept track of by the bailiff/timekeeper, who times their co-counsel's statements, examinations, and arguments. Time is stopped for objections.

Objections
A main part of Mock Trial is the raising and arguing of objections given by opposing teams. Objections are raised when the opposing counsel attempts to bring in evidence or testimony that go against the rules of evidence. When an objection is raised, the judge may either overrule or sustain it immediately, or ask opposing counsel for their argument about why the testimony/evidence is admissible. Time is paused for objections, so an objection "battle" could theoretically go on for hours at a time until the judge makes a ruling. There is often an over all time limit given to rounds of competition, called "all loss" that prevent this from occurring. Mock Trial students receive an abridged version of Rules of Evidence to base their objections on in the case packet that contains the witness affidavits and other elements of the court case.

Judging

There are several different ways that a mock trial can be judged. In one, the judges for scoring the mock trial consist of the presiding judge and two scoring judges, all of whom score the teams. In a second method, there are two scoring judges and the presiding judge, as in the first method, but the presiding judge does not score the teams, rather the judge simply votes or casts a ballot for one team or another. In yet another method of judging, there are three scoring judges and the presiding judge is not involved in the scoring of the teams. Often at college invitationals, there are two scoring judges, one of whom doubles as the presiding judge. Since enticing attorneys to judge is notoriously difficult (as judges are rarely compensated with more than a free lunch), it is rare to see more than two judges in a round at most competitions.

Unlike real law, the victorious team does not necessarily have to win on the merits of the case. Instead, evaluators score individual attorneys and witnesses on a 1–10 scale (though some states use different scales for high school competitions) based on each stage of the trial. These consist of the opening statements for the plaintiff and defense, each of the witnesses’ testimony, direct and cross-examination by attorneys, and the closing statements for both sides. The team with the highest total number of points is often, but not always, the team that wins the judge's verdict. Given this method of scoring, it is possible for the defendant to be found guilty or lose the case but for the defense team to still win the round.

In some competitions, points can be deducted from a team's score for testifying with information outside the scope of the mock trial materials and for unsportsmanlike conduct or abuse of objections. However, scores are completely at a judge's discretion, meaning that scores are subjective based on different evaluation criteria.

Power matching
In the first round of the tournament, all of the teams are randomly matched to compete with each other. After the first round of some tournaments, teams are “power matched” to go up against other teams with similar records (e.g. in the second round, a 1–0 team will be matched with another 1–0 team). If there is a tie in record, the judges will use the number of ballots and total points earned to decide the matching. This allows for teams to compete with other teams of similar skill.

Of course, there are practical exceptions to the theory of power matching. Tab room coordinators who are creating brackets for each round may deviate from the rules of power matching in order to 1. allow each team to alternate between prosecution/plaintiff and defense between rounds, 2. avoid two teams from the same school competing against each other (Maryland Rule), 3. avoid having a team compete against a team it played in a prior round.

National championship format
In the national championship format, which is also employed by invitationals across the country, the tournament is power matched through the last round. While this determines the strongest team at the tournament overall, it does not provide an accurate representation of 2nd, 3rd, 4th place teams, etc., because they might have lost multiple ballots to a strong team who placed first.

Power protection
When tournaments are power protected, it means that the first rounds of competition are power matched as stated above. In the last round(s), however, the team with the strongest record is paired against the team with the weakest record. This ensures that the best teams do not knock each other out of the running for a rank. Rather, it's anticipated that the stronger team will win and protect their chance at a rank, while there is no harm done to the weaker team who is already out of reach of a trophy. Additionally, this method gives weaker teams exposure to stronger programs that they can learn from.

Elementary school
At the elementary school level, the mock trial guide by American Bar Association suggests to use role-playing from scripted mock trials such as fairy tale mock trials as a way to introduce the concept of conflicts, trials, jury verdicts in civil trials, vocabulary of the court, damages, and the roles of individuals portrayed in the trial. Therefore, most of mock trials at this level are non-competitive classroom activities. There is no national competition for this level. However, a few states offer intrastate competitions. There are a couple of different formats for competitions at this level.

The first format focuses on how the cases are developed such as New Jersey Law Fair competitions. Students grades 3 to 6 are asked to generate, develop and write the case from their own idea to include details of the facts, issue, witnesses, statements, instructions, sub-issues, concepts and law. As the students at this age range may not know the details of applicable law, students are allowed to create their own law. There are no specific themes, students can choose any age-appropriate topics. The students are encouraged to do a role-playing in a mock trial based on the script that they have developed to involve other students in the classroom as juries in order to refine their case. Each team plays the roles of both side in their case during the mock trial. The winners will perform their case in the real court.

In North Carolina, the competition has a different format which focuses more on presentation skills. All teams are given the same case which has been written prior to the competition and students are asked to perform role-playing on the case. North Carolina Elementary School Mock Trial Competition uses the winning entries from New Jersey Law Fair in the prior year as the cases for students to perform.

Another format is to follow the standard format similar to the high school level but with less technical restriction. All teams are given the same material related to a case and prepare for the competition. Two teams compete in a live mock trial to represent two sides of the case. This format is used in the New Hampshire Bar Association's Mock Trial Competition. However, the first round of the competition is done by video submission where each team performs in both sides of the case. The qualified teams will be invited to the live competition with each team on each side of the case.

Middle school
Although there is no national competition for middle/junior high school level, there are many intrastate competitions held by state/county level organizers:

 * * With the exception of New Jersey, all competitions have similar format as in high school competitions with some rules relaxed. In New Jersey, the format is similar to the New Jersey Law Fair at the elementary school level with two specific themes that the teams can choose to develop their cases.

High school
The mock trial program was started to allow high school students to experience a courtroom setting in a variety of hands-on roles. The mock trials are set up and structured just like a real court and are bound by the same rules. This can help the students to know exactly what role each of the different people in a court (judges, lawyers, witnesses, etc.) do in the judicial system. High school competitions are even held in functional courtrooms in the local City Hall to lend additional authenticity to the trial, are presided over by real judges, and the competing teams are typically coached and scored by practicing attorneys. Cases typically have to do with problems faced by teens, and includes competitors as witnesses. Each year the case for pre-Nationals competitions alternates between a Civil case and a Criminal case. The cases are set up in such a way that the witnesses, defendant, and prosecution (or plaintiff, for a Civil case) are all given gender neutral names to prevent gender based arguments from being brought up in the final arguments.

The National High School Mock Trial Championship began in 1984. This first competition consisted of teams from Illinois, Iowa, Minnesota, Nebraska, and Wisconsin. The competition since has grown and now is considered to be an All-State tournament. Each year, various participating states around the country take turns hosting the tournament. There are only three teams in the tournament's history that have won the competition consecutive times: Family Christian Academy Homeschoolers from Tennessee (now CSTHEA) in the years 2002–2003, Jonesboro High School from Georgia in the years 2007–2008, and Albuquerque Academy from New Mexico in the years 2012–2013. The Championship rotates around through the membership organizations and has been held in Phoenix, Arizona, Albuquerque, New Mexico, Indianapolis, Indiana, Madison, Wisconsin, Raleigh, North Carolina, Boise, Idaho, Hartford, Connecticut, Reno, Nevada, Athens, Georgia, and Wilmington, Delaware. New York State does not participate in the national competition; rather, it has its own intrastate competition consisting of over 350 teams throughout the state. It follows similar rules to that of the national competition. New York has three levels of play, county competition, regional competition, and the finals, which is held in Albany, New York in May. Before 2021, the state of Maryland did not compete in the National High School Mock Trial Championship, and had their own statewide mock trial competition similar to that of New York; it did compete in the national competition for the first time in 2021, and was crowned champion. New Jersey and North Carolina both pulled out of the NHSMTC competition following the 2005 season due to a refusal by the organization to accommodate an Orthodox Jewish team, Torah Academy of Bergen County, that had won New Jersey's state championship. Both states rejoined in 2010 after their concerns regarding accommodation had been addressed.

Each state has its own case every year that is different from the national case. This means that the winners of each state competition, who move on to nationals, must study and prepare a completely different case in time for the National High School Mock Trial Championship in May. The national competition is governed by National Mock Trial Championship, Inc.

College
Inter-collegiate mock trial is governed by the American Mock Trial Association or AMTA. This organization was founded in 1985 by Richard Calkins, the dean of the Drake University Law School. AMTA sponsors regional and national-level competitions, writes and distributes case packets and rules, and keeps a registry of mock trial competitors and alumni. The case packet is generally written and distributed prior to the scholastic year in August, and case changes are made throughout the season, usually in September, December, and finally in February after Regional competitions and prior to the Opening Round of Championships. Since 2015, AMTA has released a new case to be used for the National Championship following the completion of the Opening Round of Championships. Approximately 700 teams from over 400 universities and colleges will compete in AMTA tournaments. In total, AMTA provides a forum for over 7,300 undergraduate students each academic year to engage in intercollegiate mock trial competitions across the country.

On the inter-collegiate circuit, a mock trial team consists of three attorneys and three witnesses on each side of the case (plaintiff/prosecution and defense). The attorneys are responsible for delivering an opening statement, conducting direct and cross examinations of witnesses and delivering closing arguments. Witnesses are selected in a sports draft format from a pool of approximately eight to 10 available witnesses prior to the round. Typical draft orders are DPDPDP, PPPDDD, or DDPPPD but this may vary substantially between cases. Witnesses may be available only to the plaintiff/prosecution, only to the defense, or to both sides of the case. Witnesses consist of both experts as well as lay witnesses. Judges are usually attorneys, coaches, law school students, and in some occasions, practicing judges.

All collegiate mock trial cases take place in the fictional state of Midlands, USA. Midlands is not geographically situated and falls under the protection of the United States Constitution.

Tournament competition
A tournament consists of four rounds, two on each side of the case, typically scored by two to three judges in each round. The season runs in two parts: the invitational season and the regular season. Invitational tournaments are held throughout the fall semester and into early spring across the country. At invitationals, teams have the opportunity to test out particular case theories and improve as competitors before facing the challenge and pressure of regular season competition.

The regular season begins in late January, starting with regional tournaments. There are typically more than 600 teams spread across 24 regional tournaments. Each school is limited to two post-regional bids to the "Opening Round Championship Series." 192 teams advance to the Opening Round Championship, which is held at eight different tournament sites. The top teams at each Opening Round Championship Tournament qualify for a berth in the National Championship Tournament. There are 48 total bids to the final tournament. Previously, teams could earn up to two bids to either the National Championship Tournament (gold flight) or a National Tournament (silver flight) based on performance at Regionals. The two National Tournaments, which were held in March, consisted of 48 teams each, with the top 6 teams at each National earning a second-chance bid to the National Championship Tournament, which was held in April. The direct bid system was replaced by the current ORCS system in 2008.

For 22 years, the National Championship Tournament was held in Des Moines, Iowa, the city in which collegiate mock trial began. The tournament left Iowa for the first time in 2007 when Stetson University in St. Petersburg, Florida hosted the Championship. The 2008 National Championship Tournament was held in Minneapolis, Minnesota. Between 2009–2011, the Championship returned to Des Moines in odd-numbered years, while even-numbered years featured a different venue. The 2010 Championship was hosted by Rhodes College at courthouses in downtown Memphis, Tennessee, while the 2012 Championship was held in Minneapolis. Beginning in 2013, future Championships will be awarded solely on a competitive bidding process, although Des Moines, if it bids, will be given preference during "landmark" years, such as anniversaries of AMTA's founding in 1985. The 2013 Championship was held in Washington, D.C., with the University of Virginia handling hosting duties. The 2014 Championship was held in Orlando, Florida at the Orange County Courthouse, with the University of Central Florida serving as the host institution. The 2015 Championship was hosted by the University of Cincinnati, with trials held at the Hamilton County Courthouse in Cincinnati. The 2016 Championship was hosted by Furman University in Greenville, South Carolina. In 2017, the Championship tournament was hosted by the University of California, Los Angeles in the Los Angeles County Superior Court (Stanley Mosk Courthouse) in downtown LA. In 2018, the Championship was hosted by Hamline University in Minneapolis, Minnesota.

Past championship results
In 2006, the University of Virginia beat Harvard University to win the National Championship. The University of Virginia won the championship by a single point using a tiebreaker, after a three judge panel split with one judge choosing Virginia as the winner, one choosing Harvard, and one calling the round a draw. The University of Virginia's victory ended the then-recent run by UCLA, which had won the two previous national championships.

In 2007, the University of Virginia again defeated Harvard University. This marked the first ever re-match of a previous year's final round. Virginia again won via a split decision, winning two of the three ballots in the final round. Virginia also became the 4th school to repeat as champions, joining UCLA, the University of Iowa, and Rhodes College, which accomplished the feat twice. Harvard University became the second program to finish as runner up in consecutive years, joining the University of Maryland, College Park. Maryland, however, had the distinction of losing to themselves in one of those two defeats.

In 2008, the University of Maryland prevailed over the George Washington University in a split-ballot decision (2–1). This was Maryland's fifth title, giving them more total wins than any other university in AMTA history.

In 2009, Northwood University defeated George Washington University 5–0 to claim its first national championship.

In 2010, New York University defeated Harvard University 3–1–1 to win its first national championship. This was Harvard's third championship round appearance in the last five years following its consecutive losses to Virginia.

In 2011, UCLA defeated defending champion New York University 4–1 to claim the Bruins' third title, the third-most in the history of the American Mock Trial Association.

In 2012, Duke defeated Rutgers 2–1, in what was the first championship round appearance for both squads.

In 2013, Florida State University defeated Rhodes College in FSU's first championship round appearance by a 4–1 ballot decision. This was Rhodes' eighth championship round appearance to date. 2013 also marked the first year that the National Championship Tournament had 3 scoring judges per round (instead of 2).

In 2014, UCLA defeated Princeton University in a 3–2 ballot decision. With this victory, UCLA tied Rhodes for the second-highest record of championships (4 wins), behind University of Maryland, College Park (5 wins). This round was also Princeton's first championship round appearance.

In 2015, Harvard defeated Yale in a 4-0–1 ballot decision. This marked Harvard's first championship win, despite having been the runner-up 3 times previously (in 2006, 2007, and 2010). 2015 also marked Yale's first championship round appearance. Finally, 2015 marked the first year that the case problem for the National Championship Tournament was different from the case schools had been using in competition for the earlier elimination rounds. (I.e. In the past colleges had argued the same case all year long, but starting in 2015 any team that qualified for the championship tournament was given a brand new case to learn and argue in the span of just a few weeks.)

In 2016, Yale won its first national championship in an 11–3–1 ballot decision, defeating the University of Virginia in the final trial. Yale is one of only nine schools to have competed in the final trial of the National Championship Tournament two years in a row. 2016 also marked the first year that the National Championship Tournament had 5 scoring judges per round, and 15 scoring judges in the final championship round.

In 2017, Virginia defeated Yale in a 6–1 ballot decision in a rematch of the 2016 final. Yale's appearance marked the first time in collegiate championship history the same school has appeared three consecutive times in the final championship round.

In 2018, Miami University of Ohio defeated Yale in a 4–3 ballot decision. This was Miami's second championship, the first having been in 2001. Yale extended its record of consecutive championship round appearances to 4, having been the champion in 2016 and the runner-up in 2017 and 2015.

In 2019, Yale University defeated Rhodes College in a 5–2 ballot decision. The decision was then vacated by the governing body, after an investigation concluded that Yale had violated tournament rules. Therefore, no winner was declared.

In 2020, the national championship (as well as several preliminary qualifier tournaments) was canceled due to the COVID-19 pandemic. In 2021, due to the ongoing pandemic, the national championship took place entirely remotely via video calls. In what was the closest final round in AMTA history, the University of Maryland, Baltimore County beat Yale when the panel of 11 judges was split 5–5 (with one tie), resulting in a narrow tiebreaker.

In 2022, Harvard University defeated the University of Chicago in a 3–2 ballot decision. This marked Harvard's second championship title and Chicago's first-ever appearance in a championship round.

In 2023, UCLA defeated Harvard University in a 5-4 ballot decision. This marked UCLA's fifth championship title and Harvard's sixth appearance in a championship round. UCLA's victory moved it to a tie with U. of Maryland, College Park for most number of championship victories.

In 2024, Virginia defeated Hillsdale College in an 8-0-1 ballot decision, leading Virginia to their fourth championship and Hillsdale to their first final round appearance. Virginia's victory moved their program to tie with Rhodes College for the second-most number of national titles.

The following is the list of winners of the National Championship Tournament, as well as the runners-up:

†The 2021 National Championship Tournament was held online due to the COVID-19 Pandemic.

‡The 2020 National Championship Tournament was cancelled due to the COVID-19 Pandemic.

* From 1992 until 2010, the "Maryland Rule" was in effect, which placed both teams from the same school in the same division in order to ensure there wouldn't be another championship round between two teams from the same school. The Maryland Rule was repealed before the 2010–11 season.

National Championship Round Participants

* Yale also participated in the Championship Round in 2019, and won the initial judges' decision, but was later stripped of its title for violating tournament rules.

Trial by Combat
Beginning in 2018, Trial by Combat (TBC) has existed as an AMTA-adjacent mock trial competition. The tournament is held after the end of the competitive season (marked by the conclusion of the final round of the National Championship), typically in late June. It is currently co-hosted by the Drexel University Thomas R. Kline School of Law and the UCLA School of Law. The tournament "aims to celebrate the best individual college competitors in the country—and identify the very best".

The format of Trial by Combat is markedly different from official AMTA tournaments. Rather than a successive narrowing of a field of teams throughout a competitive season, individual competitors submit applications to take part in the tournament, and the top 16 applicants are selected to compete. The competitors are chosen based on their respective school's caliber of competition, the number of awards received at tournaments, appearances at ORCS and Nationals, amongst other factors. The selected competitors then receive the case materials on the morning of the first day of the competition, and have 24 hours to prepare. Each trial has one attorney and one witness per side. During the four preliminary rounds, each competitor performs each role once. Instead of the typical 1 to 10 scale for judging each performance, judges award a check mark to the competitor whose performance they preferred for each category. The four top-ranked students then proceed to Semifinals. The winning competitors of Semifinals compete as attorneys in the Championship Trial. The winner of the Championship Trial receives a full-size sword as their prize.

The following is a list of Trial by Combat winners, the runners-ups, and the university they represented: * The 2020 and 2021 Trial by Combat Tournaments were held as online competitions due to the COVID-19 Pandemic.

Law school
In the United States, law schools participate in interscholastic mock trial/trial advocacy. Teams typically consist of several "attorneys" and several "witnesses" on each side. A round consists of two law students acting as "attorneys" for each side.

The trial typically, although not always, begins with motions in limine and housekeeping matters, then moves through opening statements, witness testimony (both direct examination and cross examination), and finishes with a closing argument, sometimes called a summation. Throughout the trial, rules of evidence apply, typically the Federal Rules of Evidence, and objections are made applying these rules.

Every team in a tournament is given the same "problem" or "case", typically several months in advance, but for some tournaments only a few weeks ahead of the tournament's start. The problems can be criminal or civil, which affects many procedural aspects of the trial, for instance the increased rights of a criminal defendant not to testify against himself. The cases are written in an attempt to create an equal chance of either side prevailing, since the main objective is not to identify the winner of the case, but rather the team with superior advocacy skills.

Occasionally the winners of mock trial tournaments receive special awards such as money or invitations to special events, but the status of winning a tournament is significant in and of itself.

In addition, a university may require a mock trial course or courses as a requirement for graduation; among such universities is Baylor Law School, whose third-year Practice Court courses are mandatory for all students and have been since the school's reopening in the 1920s.

Mock Trial Competitions*: Georgetown White Collar Crime Invitational Mock Trial Competition, American Association for Justice Student Trial Advocacy Competition (formerly ATLA) National Civil Trial Competition, Texas Young Lawyers Association/National Trial Competition Mock Trial Competition (NTC), Michigan State University National Trial Advocacy Competition (NTAC), California Association of Criminal Justice (CACJ) Mock Trial Competition, Capitol City Challenge, National Ethics Trial Competition at Pacific McGeorge School of Law, Lone Star Classic National Mock Trial Tournament

The following is the list of winners of the National Trial Competition (NTC):

In arts, entertainment, and media

 * Mock Trial is a 1910 card game developed by Lizzie Magie.
 * In an episode of the American television series The Fugitive, a once-famed attorney and current law professor named G. Stanley Lazer claims that he could reverse Richard Kimble's criminal conviction if the case went back to trial. To Kimble's chagrin, Lazer decides to prove his theory by conducting a mock trial with his students playing the prosecutor, defense lawyer, and jury in front of a live TV audience.
 * In an episode of the American television show Suits, Mike Ross, an employee of one of New York's top law firms, goes head-to-head with one of his co-workers in a mock trial.
 * In the American television series Shark, the protagonist had a room on his house specially designed like a courtroom to make Mock trials before important cases. It was used in a couple of episodes.
 * In the season 1 episode "Mock" of the American television show The Good Wife, Will Gardner, a partner at Lockhart Gardner, presides as a judge over a law school mock trial. Additionally, in the season 4 episode "Red Team, Blue Team", Alicia and Cary, employees of Lockhart & Gardner, go head-to-head with their co-workers, Will and Diane, in a mock trial. Season 6 episode "Loser Edit" also featured a mock trial involving Diane as a prosecutor.
 * In an episode of Arrested Development, Judge Reinhold has a courtroom TV show called Mock Trial with J. Reinhold, in which he is a fake Judge and the Bluth family uses it as a trial run for their legal defense against the SEC.
 * In Phoenix Wright: Ace Attorney: Dual Destinies (Gyakuten Saiban 5 in Japan), there is a case called "Turnabout Academy" in which a mock trial ends up becoming an actual trial. The teacher that decided which script was going to be used for the mock trial was found dead after the mock trial. Juniper Woods was accused of murdering her teacher, but her friend, Athena Cykes, decided to defend her old friend in court.

title: Mock trial


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Talk:Resonance

Horrible introduction. Needs to be changed. Still.
The introduction leaves a lot to be desired. It provides only a vague description of what resonance IS and absolutely no description of what causes it. It doesn't even mention the exchange of one type of energy into another, ie potential gravitation into kinetic in a pendulum. I noticed there was a talk page created 3 years ago about this exact same problem. The fact that it hasn't been remedied yet in the least bit is very dismaying. I would do it myself if I were more educated and in a better position to do so. But surely there is SOMEBODY who cares enough to change this. It's not like this is an article about some obscure phenomenon. It's a very basic and well documented phenomenon that anyone with an education in physics should be able to explain. Unfortunately I'm not educated in post-secondary school in physics so I'm not in a position to make the appropriate changes. But surely somebody is. Surely somebody HAS been since it's been brought up.

Thousands of people will be coming to this page looking for an explanation of resonance. And the fact that THIS is what they're going to get. A vague, confusing mess that explains nothing. Will only further damage Wikipedia's reputation as a credible source of information by perpetuating the rumours dating back to the site's inception that "anyone can change it so anything can be wrong." Not to mention it wouldn't teach them anything about the topic and just leave them confused and misinformed. Which I think is the opposite of what Wikipedia's goal is.

I know opinions should be left out of these pages, but I think it's very important that this issue be remedied. Again, I would love to do it. But I fear with my lack of expertise on the subject, and on editing wiki pages, I would be far out of my element. But I implore anyone in such a position to at least fix the intro. The whole page is a mess to be honest, but one step at a time. 2607:FEA8:99C0:61C0:F883:E9FA:5A34:FB67 (talk) 19:54, 25 September 2022 (UTC)

Thermo-acoustic Resonance
It shall have at least few words about thermoacoustic resonance. 89.134.31.157 (talk) 11:59, 25 August 2023 (UTC)

Linear systems section is too too long.
Per WP:NOTTEXTBOOK, the section on linear systems should be cut down, I suggest to one example. Johnjbarton (talk) 22:38, 27 May 2024 (UTC)

Original research tag for Example section
As of June 15, 2024, 'Example' section bears the 'original research' tag. However, I feel the content in this section is reasonable and widely known to most physical scientists and engineers. There is no original research, and it is questionable why citation is needed here (and not other places where very detailed and technical points are described under this general topic). If someone who has the privileges for or knowledge about the process of removing the tag, please initiate it. If someone agrees or disagrees with me, please comment. NorioTakemoto (talk) 03:18, 16 June 2024 (UTC)

 * The policy on verifiability applies to any content that might be challenged by any editor, without regard for their level of expertise. To say it another way, without references any editor is free to delete content. I routinely edit articles and delete unsourced content I don't understand. I find that even editors with expertise include material that is based on "experience" or "hearsay" but which turns out to be incorrect or out of context when one looks into references.
 * Having said that, you can remove the tag at any time. Since it was tagged recently your approach of opening a Topic first is great however. I changed it to "more citations needed".  The swing set pendulum isn't really an issue but it does make very specific claims about mechanism. The other examples need citations.
 * @Volunteer Marek added the tag and may have addition input. Johnjbarton (talk) 03:38, 16 June 2024 (UTC)

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

title: Talk:Resonance


text:
Insurance policy

In insurance, the insurance policy is a contract (generally a standard form contract) between the insurer and the policyholder, which determines the claims which the insurer is legally required to pay. In exchange for an initial payment, known as the premium, the insurer promises to pay for loss caused by perils covered under the policy language.

Insurance contracts are designed to meet specific needs and thus have many features not found in many other types of contracts. Since insurance policies are standard forms, they feature boilerplate language which is similar across a wide variety of different types of insurance policies.

The insurance policy is generally an integrated contract, meaning that it includes all forms associated with the agreement between the insured and insurer. In some cases, however, supplementary writings such as letters sent after the final agreement can make the insurance policy a non-integrated contract. One insurance textbook states that generally "courts consider all prior negotiations or agreements ... every contractual term in the policy at the time of delivery, as well as those written afterward as policy riders and endorsements ... with both parties' consent, are part of the written policy". The textbook also states that the policy must refer to all papers which are part of the policy. Oral agreements are subject to the parol evidence rule, and may not be considered part of the policy if the contract appears to be whole. Advertising materials and circulars are typically not part of a policy. Oral contracts pending the issuance of a written policy can occur.

General features
The insurance contract or agreement is a contract whereby the insurer promises to pay benefits to the insured or on their behalf to a third party if certain defined events occur. Subject to the "fortuity principle", the event must be uncertain. The uncertainty can be either as to when the event will happen (e.g. in a life insurance policy, the time of the insured's death is uncertain) or as to if it will happen at all (e.g. in a fire insurance policy, whether or not a fire will occur at all).

 * Insurance contracts are generally considered contracts of adhesion because the insurer draws up the contract and the insured has little or no ability to make material changes to it. This is interpreted to mean that the insurer bears the burden if there is any ambiguity in any terms of the contract. Insurance policies are sold without the policyholder even seeing a copy of the contract.  In 1970 Robert Keeton suggested that many courts were actually applying 'reasonable expectations' rather than interpreting ambiguities, which he called the 'reasonable expectations doctrine'. This doctrine has been controversial, with some courts adopting it and others explicitly rejecting it.  In several jurisdictions, including California, Wyoming, and Pennsylvania, the insured is bound by clear and conspicuous terms in the contract even if the evidence suggests that the insured did not read or understand them.
 * Insurance contracts are aleatory in that the amounts exchanged by the insured and insurer are unequal and depend upon uncertain future events.  In contrast, ordinary non-insurance contracts are commutative in that the amounts (or values) exchanged are usually intended by the parties to be roughly equal.  This distinction is particularly important in the context of exotic products such as finite risk insurance that contain "commutation" provisions.
 * Insurance contracts are unilateral, meaning that only the insurer makes legally enforceable promises in the contract. The insured is not required to pay the premiums, but the insurer is required to pay the benefits under the contract if the insured has paid the premiums and met certain other basic provisions.
 * Insurance contracts are governed by the principle of utmost good faith (uberrima fides), which requires both parties of the insurance contract to deal in good faith and in particular, imparts on the insured a duty to disclose all material facts that relate to the risk to be covered. This contrasts with the legal doctrine that covers most other types of contracts, caveat emptor (let the buyer beware). In the United States, the insured can sue an insurer in tort for acting in bad faith.

Structure
Insurance contracts were traditionally written on the basis of every single type of risk (where risks were defined extremely narrowly), and a separate premium was calculated and charged for each. Only those individual risks expressly described or "scheduled" in the policy were covered; hence, those policies are now described as "individual" or "schedule" policies. This system of "named perils" or "specific perils" coverage proved to be unsustainable in the context of the Second Industrial Revolution, in that a typical large conglomerate might have dozens of types of risks to insure against. For example, in 1926, an insurance industry spokesman noted that a bakery would have to buy a separate policy for each of the following risks: manufacturing operations, elevators, teamsters, product liability, contractual liability (for a spur track connecting the bakery to a nearby railroad), premises liability (for a retail store), and owners' protective liability (for negligence of contractors hired to make any building modifications).

In 1941, the insurance industry began to shift to the current system where covered risks are initially defined broadly in an "all risk" or "all sums" insuring agreement on a general policy form (e.g., "We will pay all sums that the insured becomes legally obligated to pay as damages..."), then narrowed down by subsequent exclusion clauses (e.g., "This insurance does not apply to..."). If the insured desires coverage for a risk taken out by an exclusion on the standard form, the insured can sometimes pay an additional premium for an endorsement to the policy that overrides the exclusion.

Insurers have been criticized in some quarters for the development of complex policies with layers of interactions between coverage clauses, conditions, exclusions, and exceptions to exclusions. In a case interpreting one ancestor of the modern "products-completed operations hazard" clause, the Supreme Court of California complained: The instant case presents yet another illustration of the dangers of the present complex structuring of insurance policies. Unfortunately the insurance industry has become addicted to the practice of building into policies one condition or exception upon another in the shape of a linguistic Tower of Babel. We join other courts in decrying a trend which both plunges the insured into a state of uncertainty and burdens the judiciary with the task of resolving it. We reiterate our plea for clarity and simplicity in policies that fulfill so important a public service.

Parts of an insurance contract

 * Declarations - Identifies who is an insured, the insured's address, the insuring company, what risks or property are covered, the policy limits (amount of insurance), any applicable deductibles, the policy number, the policy period, and the premium amount.  These are usually provided on a form that is filled out by the insurer based on the insured's application and attached on top of or inserted within the first few pages of the policy.
 * Definitions - Defines important terms used in the rest of the policy.
 * Insuring agreement - Describes the covered perils, or risks assumed, or nature of coverage. This is where the insurance company makes one or more express promises to indemnify the insured.
 * Exclusions - Takes coverage away from the insuring agreement by describing property, perils, hazards or losses arising from specific causes which are not covered by the policy.
 * Conditions - These are specific provisions, rules of conduct, duties, and obligations that the insured must comply with in order for coverage to incept or must remain in compliance with in order to keep coverage in effect. If policy conditions are not met, the insurer can deny the claim.
 * Policy form - The definitions, insuring agreement, exclusions, and conditions are typically combined into a single integrated document called a policy form. Some insurers call it a coverage form or coverage part. When multiple coverage forms are packaged into a single policy, the declarations will state as much, and then there may be additional declarations specific to each coverage form.  Traditionally, policy forms have been so rigidly standardized that they have no blank spaces to be filled in.  Instead, they always expressly refer to terms or amounts stated in the declarations.  If the policy needs to be customized beyond what is possible with the declarations, then the underwriter attaches endorsements or riders.
 * Endorsements - Additional forms attached to the policy that modify it in some way, either unconditionally or upon the existence of some condition. Endorsements can make policies difficult to read for nonlawyers; they may revise, expand, or delete clauses located many pages earlier in one or more coverage forms, or even modify each other.  Because it is very risky to allow nonlawyer underwriters to directly rewrite policy forms with word processors, insurers usually direct underwriters to modify them by attaching endorsements preapproved by counsel for various common modifications.
 * Riders - A rider is used to convey the terms of a policy amendment and the amendment thereby becomes part of the policy. Riders are dated and numbered so that both insurer and policyholder can determine provisions and the benefit level.  Common riders to group medical plans involve name changes, change to eligible classes of employees, change in level of benefits, or the addition of a managed care arrangement such as a Health Maintenance Organization or Preferred Provider Organization (PPO).
 * Jackets - The term has several distinct and confusing meanings. In general, it refers to some set of standard boilerplate provisions which accompanies all policies at the time of delivery. Some insurers refer to a package of standard documents shared across an entire family of policies as a "jacket." Some insurers extend this to include policy forms, so that the only parts of the policy not part of the jacket are the declarations, endorsements, and riders.  Other insurers use the term "jacket" in a manner closer to its ordinary meaning: a binder, envelope, or presentation folder with pockets in which the policy may be delivered, or a cover sheet to which the policy forms are stapled or which is stapled on top of the policy.  The standard boilerplate provisions are then printed on the jacket itself.

Industry standard forms
In the United States, property and casualty insurers typically use similar or even identical language in their standard insurance policies, which are drafted by advisory organizations such as the Insurance Services Office and the American Association of Insurance Services. This reduces the regulatory burden for insurers as policy forms must be approved by states; it also allows consumers to more readily compare policies, albeit at the expense of consumer choice. In addition, as policy forms are reviewed by courts, the interpretations become more predictable as courts elaborate upon the interpretation of the same clauses in the same policy forms, rather than different policies from different insurers.

In recent years, however, insurers have increasingly modified the standard forms in company-specific ways or declined to adopt changes to standard forms. For example, a review of home insurance policies found substantial differences in various provisions. In some areas such as directors and officers liability insurance and personal umbrella insurance there is little industry-wide standardization.

Manuscript policies and endorsements
For the vast majority of insurance policies, the only page that is heavily custom-written to the insured's needs is the declarations page. All other pages are standard forms that refer back to terms defined in the declarations as needed. However, certain types of insurance, such as media insurance, are written as manuscript policies, which are either custom-drafted from scratch or written from a mix of standard and nonstandard forms. By analogy, policy endorsements that are not written on standard forms or whose language is custom-written to fit the insured's particular circumstances are known as manuscript endorsements.

title: Insurance policy


text:
Minnesota State High School League

The Minnesota State High School League (MSHSL) is a voluntary, non-profit association for the support and governance of interscholastic activities at high schools in Minnesota, United States. The association supports interscholastic athletics and fine arts programs for member schools. Membership includes nearly 500 schools, including special schools, home schools, and 435 high schools. The State High School League is an affiliate of the National Federation of State High School Associations (NFHS).

The League also addresses sportsmanship, chemical health, scholarship recognition, and oversees tournament officials and judges. The League provides educational programs for coaches. The organization's operating revenue is derived from tournament ticket sales, broadcast rights, corporate sponsorship, and sale of tournament merchandise.

History
The MSHSL was founded in 1916 as the State High School Athletic Association (SHSAA) in order to promote and regulate school athletics. It later expanded its mission to include fine arts programs. In 1922, SHSAA joined the National Federation of State High School Associations. In 1929, the State High School Athletic Association adopted a new name, the Minnesota State High School League, as well as a new vision. The League started accepting non-public schools' applications for admitance in 1974.

In 1960, the MSHSL was sanctioned as a non-profit by a Minnesota State Statute.

Beginning with the 2015 season, the MSHSL created geographic football districts for regular season scheduling. The change was designed to help programs having difficulty finding opponents for an eight-game schedule.

In 2015, the MNHSL board approved a policy on transgender athletes that allowed those assigned male at birth that identify as female to be eligible for girls’ teams. Girls, and by extension athletes assigned female at birth that no longer identify as such, were already eligible to compete in boys' sports. The policy requires applying for eligibility, sets out criteria for approval including a written statement from a health care professional, and places the decision with the school's activities director. Religiously-affiliated private schools are exempt from the policy.

THe MSHSL was the first state association to officially sanction women's hockey, adapted athletics, robotics, and clay target.

Class System
On April 17, 1975, the member schools of the Minnesota State High School League approved amendments that provided the changes necessary to implement reorganization for two class competition. Prior to this, schools of all sizes were competing against each other. The idea behind the division was to reduce the inherent advantage that was given to the larger schools. The Board of Directors assigned the largest 128 schools by enrollment to the AA classification. All other member schools were assigned to Class A. Each class is then split into eight sections, with the number of teams in each section varying. In April 1983 the Board of Directors adopted a policy which assigned schools with a minimum enrollment of 500 students to Class AA and schools with an enrollment 1–499 to Class A. Depending on the number of schools participating in an activity, additional classes may be needed or no class system may be needed at all. The highest current class in any activity is AAAAAA (6A) for football.

Section tournaments
At the end of the regular season, every MSHSL team is seeded into a sectional tournament. For each class, the state is divided into 8 sections. Every two years, the MSHSL determines a school's activity classification and section placement. Different sections have different numbers of teams depending upon the class and activity in question. For example, most sections in football have 8 teams. In a typical 8-team section, all 8 teams will make the playoffs regardless of their regular season record. If a football section has 9 teams, then the ninth team will not make the playoffs. In all other sports, every team advances to the postseason. In basketball, for Classes AAAA and AAA, a typical section has 8 team, whereas a typical section in Class AA has about 16 teams, and a Class A section can have 20 or more. In these cases where a section has more or less teams than an even 8 or 16, higher seeded teams may receive byes, or lower seeded teams may have to play an extra play-in game. The other option is for a section to be divided into two 8-team (or more) sub-sections with the sub-section champions playing for the section title.

These sections are strictly geographical, and are normally numbered from Southeast to Northwest. Thus, with football, for example, Section 1AAA would have schools in Class AAA that are from the Southeastern part of the state, while Section 7AAAA will have Class AAAA schools from the Northeastern part of the state. As a general rule, this serves pretty well, however it breaks down when dealing with the larger classes. In Class AAAAA Football, given the concentration of large schools in the Twin Cities Metro, Section 1AAAAA comprises the three Rochester public schools, Owatonna, and two southern suburbs. At the other end, Section 8AAAAA covers the entire northern half of the state with Bemidji, Brainerd, Moorhead, one of the St. Cloud public schools, and two northern exurbs. Sections 2AAAAA-7AAAAA are a mixture of suburbs, exurbs and Minneapolis/St. Paul schools.

Each section has its own methods and procedures for determining seeding in the section tournament. Some sections use elaborate point systems while others base seeding simply on records. The winner of the section tournament advances to State.

State tournaments
The winners of the section tournaments are seeded into a single elimination state tournament. Pairings of section champion at State are predetermined before the season by the MSHSL. In the Fall of 2005, the MSHSL experimented by having coaches seed the State Soccer Tournament.

Activities
The following sports are offered under the supervision of the MSHSL. All of these sports have a single elimination tournament at the end of the season which awards a state championship to the winning team. Some sports also award individual championships as well.

For a complete list of state championship winners by sport see the list of Minnesota State High School League State Championships.

Conferences
Because of the large number of high schools and large distances spanned between some of them, many schools are organized into conferences. These conferences, which, according to Minnesota State High School League rules, must have a minimum of five members, are usually composed of schools that are in close geographic proximity and have similar enrollments. During the regular season, a school plays a number of its games against other teams in its conference (this number varies depending on the sport and conference in question). However, unlike with organizations such as the California Interscholastic Federation or Wisconsin Interscholastic Athletic Association, a team's conference standing has no bearing on its postseason. Since every team makes the playoffs and seeding is done at the discretion of the section, a team's conference performance has no direct effect on its postseason fate. A team could win its conference, but still be seeded lower than teams that finished behind it due to other considerations such as overall record, or the strength of opponents. Often, teams from one conference are spread over different sections and sometimes different classes. Some single sport conferences also exist, especially for hockey.

Alumni
The following athletes are among those who were in Minnesota State High School League activities in high school:

Baseball
 * Aaron Headrick - Maranatha Christian Academy
 * Joe Mauer - Cretin-Derham Hall
 * Dave Winfield - Saint Paul Central
 * Joe Bue - Becker

Basketball
 * Paul Sather - Princeton
 * Kris Humphries - Hopkins
 * Tessa Johnson - St. Michael-Albertville
 * Tre Jones - Apple Valley
 * Tyus Jones - Apple Valley
 * Mark Olberding - Melrose
 * Khalid El-Amin - Minneapolis North
 * Lindsay Whalen - Hutchinson
 * Rashad Vaughn - Robbinsdale Cooper
 * Gary Trent Jr. - Apple Valley

Hockey
 * Matt Cullen - Moorhead
 * Neal Broten - Roseau
 * Jake Gardiner - Minnetonka
 * Taylor Heise - Red Wing
 * Nick Leddy - Eden Prairie
 * Gigi Marvin - Warroad
 * T.J. Oshie - Warroad
 * Brock Nelson - Warroad
 * Nate Prosser - Elk River
 * Anne Schleper - St. Cloud Cathedral
 * Nate Schmidt - St. Cloud Cathedral
 * Krissy Wendell - Park Center
 * Alex Stalock - South St. Paul
 * Justin Faulk - South St. Paul
 * Bobby Brink - Minnetonka
 * K'Andre Miller - Minnetonka

Football
 * Adam Thielen - Detroit Lakes
 * Eric Decker - Rocori-Cold Spring
 * Chris Weinke - Cretin-Derham Hall
 * James Laurinaitis - Wayzata
 * John Carlson- Litchfield
 * Karl Klug- Caledonia
 * Isaac Fruechte- Caledonia
 * Frank Ragnow - Chanhassen
 * Amani Hooker - Park Center
 * Larry Fitzgerald - Academy of Holy Angels
 * C. J. Ham - Duluth Denfeld
 * Tom Compton - Rosemount
 * Billy Turner (American football) - Mounds View
 * Joe Haeg - Brainerd
 * Maxx Williams - Waconia
 * Tyler Johnson - Minneapolis North
 * Dillon Radunz - Becker
 * Beau Allen - Minnetonka

title: Minnesota State High School League


text:
Grand Riemann hypothesis

In mathematics, the grand Riemann hypothesis is a generalisation of the Riemann hypothesis and generalized Riemann hypothesis. It states that the nontrivial zeros of all automorphic L-functions lie on the critical line $$\frac{1}{2} + it$$ with $$t$$ a real number variable and $$i$$ the imaginary unit.

The modified grand Riemann hypothesis is the assertion that the nontrivial zeros of all automorphic L-functions lie on the critical line or the real line.

title: Grand Riemann hypothesis


text:
Masayoshi Shimizu

Masayoshi Shimizu (清水 聖義) is the mayor of Ōta, Gunma, Japan. As of 1 July 2010, he is also the chairman of the Gunma Kokusai Academy school in Ōta.

title: Masayoshi Shimizu


text:
Talk:Eva Braun

Semi-protected edit request on 4 November 2021 (3)
Third request

Further to your last update where you refuse to accept the official recorded birth date of Eva Braun.

The link I previously sent you is from trusted UK Government sources, which you somehow find inferior to a google book document in addition to third hand hearsay evidence.

Please find below the link to the official LAST WILL AND TESTAMENT OF ADOLF HITLER with its accompanying letter to the US PRESIDENT from the then serving SECRETARY OF WAR, dated the 19th of March 1946.

Page 5 of this clear legal and presidential document, also in addition to my first link and request, clearly states that Eva Braun date of birth was and still remains the 6th February 1910.

DOCUMENTS LINKED BELOW:

Page 5 of 36

https://catalog.archives.gov/id/6883511

These documents are completely genuine and have been confirmed by both the US Presidential office and that of the UK Government. Your suggestion that these official and extremely well vetted documents have been translated wrong by both the United Sates of America and the British Governments intelligence officials, is absurd, if not with all due respect, completely ridiculous.

Not withstanding that numbers do not get translated between languages, your dismissal of this information in preference to google books and some passing gossip noted in an unofficial book is beyond belief.

I again ask that this information on your web page is changed to show the correct date of birth for Eva Braun, that being the 6th February 1910, thus showing her age at her time of death as 35 years.

Failure to correct this will result in further contact to both the respective Government archive trusts, to inform them of your allegations, that being, that their official documents are wrong. This is highly significant, because Wikipedia would therefore be calling into question the authenticity of Adolf Hitlers last will and testament, thus, bring into question the competence of both world leading intelligence services.

Please can this be actioned ASAP, as one can be assured, I will not be letting this matter rest until you either publish the correct information, or completely remove your misleading article.

Kind Regards 82.132.233.95 (talk) 16:29, 4 November 2021 (UTC)
 * Your new link points to the same blurry document, and therefore cannot be used, as it does not support the change you wish to make.— Diannaa (talk) 21:30, 4 November 2021 (UTC)

Semi-protected edit request on 1 December 2022
Add hyperlink to Martin Bormann to connect to his page in Wikipedia. https://en.wikipedia.org/wiki/Martin_Bormann Thanks. Jalhadeff (talk) 15:47, 1 December 2022 (UTC)
 * It's already linked, in the first paragraph of the Lifestyle section. — Diannaa (talk) 16:16, 1 December 2022 (UTC)

Semi-protected edit request on 16 April 2023
Hello, there's an error in this article regarding the year in which Eva Braun started working as a photographer for Heinrich Hoffmann.

Under 'Relationship with Hitler' in the 5th sentence of the 2nd paragraph you will see the error. Hitler and Eva were 17 and 40 respectively when they met, if she had started working for Hoffman in 1933, she would've been around 20 or 21 years old. Sockgiant (talk) 23:54, 16 April 2023 (UTC)
 * ❌: She started working at Hoffmann's shop as an assistant/apprentice in October 1929. (Gortemaker page 12, Lambert page 55.) She later (in 1933) became a photographer for his company. She was 17 in 1929 and Hitler (born in 1889) was 40. — Diannaa (talk) 01:09, 17 April 2023 (UTC)
 * The article notes in the section "Early life" that She met Adolf Hitler, 23 years her senior, at Hoffmann's studio in Munich in October 1929. — Diannaa (talk) 01:11, 17 April 2023 (UTC)

Semi-protected edit request on 26 November 2023
Please remove this sentence:

Braun's parents were divorced in April 1921 but remarried in November 1922, probably for financial reasons (hyperinflation was plaguing the German economy at the time).

and add

Braun's parents divorced in April 1921 but remarried in November 1922, probably for financial reasons; hyperinflation was plaguing the German economy at the time.

The mix of verb tenses ("were divorced" versus "remarried") isn't good, and the semicolon is better than the parentheses. 123.51.107.94 (talk) 23:08, 26 November 2023 (UTC)
 * ✅ Tollens (talk) 23:57, 26 November 2023 (UTC)

title: Talk:Eva Braun


text:
Talk:Soviet Air Forces

Some dates
Folks, i'm pretty unsure that it is a good idea to include events like "1st Sept 1981" to the common list.

Where is it better than any other incidents? Just because of it was the last one involving the Soviet Air Force? There are too much data/speculations on that KAL007 flight to make any mention a flamogenerator. --jno 11:43, 23 August 2005 (UTC)

Please check your facts before editing
Some sweeping assertions included in the extant text are unsupported by historical sources, for which there is an ample supply. Please make an effort to check your facts before posting them and please cite a reputable source at the same time (so some other poor editor doesn't later have to try to figure out where you got it).

I don't have the time to fix this right now, but the assertion "The main reason of the great number of aircraft lost was the lack of modern tactics, ..." is quite wrong on several grounds. While Soviet training levels at the time were generally not up-to-date, this was only one contributing factor and far from the most important. (After all, many aircraft were destroyed on the ground, so tactical expertise played no real role in those losses.) Askari Mark | Talk 21:41, 28 October 2006 (UTC)

It may be a good idea to also provide some context for the term "VVS," as while reading through this article acronym is used multiple times without reference to the title section, containing information which would give some context as to what VVS actually is. Ldavidson1 (talk) 00:28, 5 February 2017 (UTC)

Dubious Aircraft numbers
In the inventory it says that there was 150 Tu-95 aircraft, while on the Tu-95 page it says more than 500 aircraft were produced...--Ilya1166 05:37, 15 August 2007 (UTC)
 * And were they all in service at the same time? The As and Bs were out of service quite a while ago; plus some were flying with AV-MF. Secondly, unless there's a really good source at the Tu-95 page, you can't use Wikipedia itself as a source.... Buckshot06 07:06, 15 August 2007 (UTC)

Confirmation source required
I came across these numbers for VVS c.1977 but lack a single good source to confirm the numbers. Soviet Military Districts Leningrad (150) Baltic (300) Byelorussian (300) Moscow (200) Carpathian (350) Odessa (250) Kiev (100) North Caucasus (0) Trans-Caucasus (300) Volga (?) Ural (?) Turkistan (150) Central Asian (?) Siberian (?) Trans-Baikal (?) Far Eastern (?)

Eastern European Districts Group of Soviet Forces in Germany 975 Northern Group of Forces (Poland) 350 Central Group of Forces (Czechoslovakia) 100 Southern Group of Forces (Hungary) 275 --mrg3105mrg3105 If you're not taking any flack, you're not over the target. 08:25, 12 February 2008 (UTC)
 * Numbers of what, Mrg? aircraft? and if so, of what types? Seems strange to have 0 in the NCMD. Buckshot06 (talk) 08:54, 12 February 2008 (UTC)

New structure for the article
I would like to propose that the article be restructured as follows:

 * 1 Red Air Force History
 * 1.1 Russian Civil War
 * 1.2 Stalin's "eagles"
 * 1.3 Birth of the VDV
 * 1.4 Purges
 * 1.5 Great Patriotic War (include conflicts with the Japanese, and Finland) (separate article)

Red Air Force during the Great Patriotic War
 * 1.1 The Scope of the War
 * 1.2 The Polish Campaign
 * 1.3 The Finnish Campaigns
 * 1.4 1st period of GPW
 * 1.5 2nd Period of GPW
 * 1.6 3rd Period of GPW
 * 1.7 The Manchurian Campaign
 * 1.6 The Soviet Air Force (separate article for Cold War)
 * 1.7 The Korean War
 * 1.8 Forces of PVO
 * 1.9 The Vietnam War
 * 1.10 Foreign military assistance
 * 1.11 The limited contingent in Afghanistan
 * 1.12 Transition from Soviet Army to Armed forces of the Russian Federation and former Soviet republics in a separate article

 * 2 Military doctrine (as a process of learning from history)
 * 2.1 Deep Operations
 * 2.2 Operational Manoeuvre Groups
 * 2.3 Deep strikes
 * 2.4 Strategic Air Force

 * 3 Organization (organising for the doctrines)
 * 3.1 Higher command structure
 * 3.2 Administrative structure and Rear Services
 * 3.3 Arms of Service, Service Corps and command establishments
 * 3.4 Peace and Wartime field structures (links to articles on organisation of formations and units)
 * 3.5 Post-GPW changes
 * 3.6 Post-Stalin changes
 * 3.7 "Nuclear battlefield" impact

 * 4 Personnel (developing the personnel to execute the doctrines)
 * 4.1 Ranks and titles
 * 4.2 General Staff
 * 4.3 Military education
 * 4.4 Manpower and enlisted men
 * 4.5 Air Force culture

 * 5 Weapons and equipment (developing the equipment for the personnel)
 * (Links to equipment articles by Arm of Service)
 * 5.1 Frontal Aviation
 * 5.2 Strategic Aviation
 * 5.3 Airborne Troops
 * 5.4 Rear Services troops

 * 6 Notes
 * 7 References

Comments?--mrg3105 (comms) ♠ ♥ ♦ ♣ 00:51, 30 March 2008 (UTC)

Article title... "Soviet Air Forces" or "Soviet Air Force"?
Should "Soviet Air Forces" or "Soviet Air Force" be used as the title? To my ear, "Soviet Air Force" is better and it would match with the current lead. There's probably an official way that it should be translated. Jason Quinn (talk) 16:38, 11 April 2011 (UTC)

External links modified
Hello fellow Wikipedians,

I have just added archive links to 1 one external link on Soviet Air Forces. 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/20080316024852/http://www.samolet.co.uk:80/rregs.html to http://www.samolet.co.uk/rregs.html

When you have finished reviewing my changes, please set the checked parameter below to true to let others know.

Cheers. —cyberbot II  Talk to my owner :Online 12:09, 17 October 2015 (UTC)

Forgot to add an edit summary.
Added the roundels shown in Russian wikipedia, hope it turned out fine. Leonard LMT (talk) 23:11, 24 April 2024 (UTC)

title: Talk:Soviet Air Forces


text:
Talk:Laboratory for Advanced Materials

the materials in laboratory

title: Talk:Laboratory for Advanced Materials


text:
Miguel Cárdenas (politician)

Miguel Cárdenas (September 29, 1855 – May 24, 1930) was a Mexican lawyer and politician. He was candidate for the elections of 1894 for the post of governor of Coahuila and was supported by Bernardo Reyes. But Cárdenas removed his candidacy as did José María Garza Galán. So, José María Múzquiz became governor. Eventually, Miguel Cárdenas became governor in 1894. He was governor until 1909. In 1905 Francisco Madero unsuccessfully opposed his reelection.

title: Miguel Cárdenas (politician)


text:
Cohansey River

The Cohansey River, also called Cohansey Creek, is a 30.6 mi river in southern New Jersey of the United States. It drains approximately 108 sqmi of rural agricultural and forested lowlands on the north shore of Delaware Bay.

It rises in central Salem County approximately 5 mi southeast of Woodstown, and flows south through rural Cumberland County. It flows through Sunset Lake, which is also fed from Mary Elmer Lake, both of which are located in the park system of the city of Bridgeton.

At Bridgeton, the river becomes navigable, although very shallow at low tide: one-foot to a few inches coming through downtown Bridgeton. The city boat ramp downtown is unusable during low tide due to about 20 ft of mud between the channel and the ramp. The river widens into a tidal estuary, approximately 10 mi long, that flows south, then west, entering Cohansey Cove on Delaware Bay, approximately 7 mi southwest of Bridgeton. The mouth of the estuary is surrounded by extensive wetlands and salt marshes.

In colonial times, the river provided an anchorage for vessels approaching Philadelphia. In 1774, the small port village of Greenwich on the river near its mouth was the scene of an incident similar to the more famous Boston Tea Party in which imported tea was burned as a protest against taxation. The river was also known as the Cesaria River in colonial times.

Navigation and Coast pilot
The Cohansey River is in Region 3 of the US Coast Guard and NOAA Mapping system. The following information is reproduced from the US government coast pilot information. This is from the 39th edition and may be out of data, so please do not use this for navigation: Cohansey River, which empties into the northeast side of Delaware Bay 31 miles northwestward of Cape May Light, is used mostly by pleasure craft, although some petroleum is transported to Bridgeton. Cohansey Light (39°20'30"N., 75°21'41"W.), 42 feet above the water, is shown from a black skeleton tower with a white daymark on the south side near the natural entrance. A dredged cut through the narrow neck of land on which the light stands gives a more direct approach to the river; the cut, 0.3 mile northwest of Cohansey Light, is marked on its west side by lights at the inner and outer ends.

The river is unmarked above the dredged cut. In April 1990, the controlling depths were 5 feet to Fairton; thence in 1990-September 2003, shoaling to less than 1 foot to Bridgeton. The usual approach to Cohansey River is along the axis of the dredged cut, but the natural channel eastward of Cohansey Light is sometimes used; the latter has a controlling depth of about 7 feet, and unmarked shoals with depths of 4 to 6 feet must be avoided on either side. Local knowledge is advised when using this approach and in the dredged channel in the upper part of the river off Bridgeton.

title: Cohansey River


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Deuteronomium

Deuteronomium may refer to:
 * Deuteronomy, the fifth book of the Hebrew Bible
 * Deuteronomium (band), a Christian death metal band
 * Deuteronomium - Der Tag des jüngsten Gerichts, a 2004 Swiss horror film

title: Deuteronomium


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Talk:Temple undergarment

Wrong
I am LDS and am disappointed that this article is here. But, for the record, some of the information is wrong. I'm not going to correct it, but if you're doing research on this topic, don't use this article as a basis for your information. —Frecklefoot 14:34, May 21, 2004 (UTC)
 * I'd say your attitude hardly serves both wikipedia and your religion. Mikkalai
 * On the second thought, I'd like to apologize; I didn't realize it could be against your religion to discuss these issues with outsiders. Sorry. Mikkalai 16:33, 21 May 2004 (UTC)

Redirecting, there's a much more thorough article at Temple garment. --Michael Snow 19:44, 21 May 2004 (UTC)

title: Talk:Temple undergarment


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Hainuwele

Hainuwele, "The Coconut Girl", is a figure from the Wemale and Alune folklore of the island of Seram in the Maluku Islands, Indonesia. Her story is an origin myth.

The myth of Hainuwele was recorded by German ethnologist Adolf E. Jensen following the Frobenius Institute's 1937–38 expedition to the Maluku Islands. The study of this myth during his research on religious sacrifice led Jensen to the introduction of the concept of Dema Deity in ethnology.

Joseph Campbell first narrated the Hainuwele legend to an English-speaking audience in his work The Masks of God.

Myth
While hunting one day a man named Ameta found a coconut, something never before seen on Seram, that had been caught in the tusk of a wild boar. Ameta, who was part of one of the original nine families of the West Ceram people who had emerged from bananas, took the coconut home. That night, a figure appeared in a dream and instructed him to plant the coconut. Ameta did so, and in just a few days the coconut grew into a tall tree and bloomed. Ameta climbed the tree to cut the flowers to collect the sap, but in the process slashed his finger and the blood dropped onto a blossom.

Nine days later, Ameta found in the place of this blossom a girl whom he named Hainuwele, meaning "Coconut Branch". He wrapped her in a sarong and brought her home. She grew to maturity with astonishing rapidity. Hainuwele had a remarkable talent: when she defecated she excreted valuable items. Thanks to these, Ameta became very rich.

Hainuwele attended a dance that was to last for nine nights at a place known as Tamene Siwa. In this dance, it was traditional for girls to distribute areca nuts to the men. Hainuwele did so, but when the men asked her for areca nuts, she gave them instead the valuable things which she was able to excrete.

Each day she gave them something bigger and more valuable: golden earrings, coral, porcelain dishes, bush-knives, copper boxes, and gongs. The men were happy at first, but gradually they decided that what Hainuwele was doing was uncanny and, driven by jealousy, they decided to kill her on the ninth night.

In the successive dances, the men circled around the women at the center of the dance ground, Hainuwele amongst them, who handed out gifts. Before the ninth night, the men dug a pit in the center of the dance ground and, singling out Hainuwele, in the course of the dance they pushed her further and further inward until she was pushed right into the pit. The men quickly heaped earth over the girl, covering her cries with their song. Thus Hainuwele was buried alive, while the men kept dancing on the dirt stomping it firmly down.

Ameta, missing Hainuwele, went in search for her. Through an oracle he found out what had happened, then he exhumed her corpse and cut it into pieces which he then re-buried around the village. These pieces grew into various new useful plants, including tubers, giving origin to the principal foods the people of Indonesia have enjoyed ever since.

Ameta brought Hainuwele's cut arms to mulua Satene, the ruling deity over humans. With them, she built for him a gate in spiral shape through which all men should pass. Those who would be able to step across the gate would remain human beings, although henceforward mortal, becoming divided into Patalima (Men of the five) and Patasiwa (Men of the nine). Those unable to pass through the threshold became new kinds of animals or ghosts. Satene herself left the Earth and became ruler over the realm of the dead.

Patasiwa is the group to which both the Wemale and the Alune people belong.

Dema deity myth
Hainuwele can be understood as a creation myth in which the natural environment, the daily tasks of men, and the social structures are given meaning. In the myth, spirits and plants are created, and an explanation is provided for the mortality of mankind and the formation of tribal divisions within the Wemale ethnic group. Jensen identifies the Hainuwele figure with a Dema deity.

According to Jensen, the belief in a Dema deity is typical of cultures based on basic plant cultivation as opposed to cultures of hunter-gatherers, as well as complex agricultural cultures such as those based on the cultivation of grain. Jensen identifies the worship of Dema deities in the context of many different cultures worldwide. He assumes that it dates back to the Neolithic revolution in the early history of mankind. One of the main characteristics of Dema deities is that they are killed by early immortal men (‘Dema’) and hacked to pieces that are strewn about or buried.

Jensen found versions of the basic pattern of what could be defined as "Hainuwele Complex," in which a ritual murder and burial originates the tuberous crops on which people lived, spread throughout Southeast Asia and elsewhere. He contrasted these myths of the first era of agriculture, using root crops, with those in Asia and beyond that explained the origin of rice as coming from a theft from heaven, a pattern of myth found among grain-crop agriculturalists. These delineate two different eras and cultures in the history of agriculture itself.

The earliest one transformed hunting-and-gathering societies' totemistic myths such as we find in Australian Aboriginal cultures, in response to the discovery of food cultivation, and centered on a Dema deity arising from the earth, and the later-developing grain-crop cultures centered on a sky god. Jensen explored the far-reaching culture-historical implications of these and other insights in his later work Myth and Cult among Primitive Peoples, published in 1963.

The worship of a Dema-deity implies that the creation of new life is inevitably attached to the end of life, to death. In light of this fact Jensen indicates that some rituals of the Wemale people, such as the “Maro dance,” include many elements of the Hainuwele myth. Therefore, myth and ritual were structured in a unity of meaning.

Recent research,, however, disputes the use of the term Dema-deity in the context of the Hainuwele story. It disagrees with the definition of the legend as a creation myth, preferring to define it as an origin myth. From the standpoint of cultural morphology, the idea of the Dema-deity is already problematic. Jensen assumes a connection between highly dissimilar myths of different cultures located in areas that are separated by great distances. Moreover, these purported parallels are not supported by archaeological or empirical data.

Additionally, among indigenous people in Seram, there are different versions of the origin myth in which the "magic" female secretly brought forth foodstuffs, sagu and valuable items from her menstrual blood and/or vagina (i.e., menstruated or born from her vagina rather than defecated)

Some versions suggest the menstrual blood allowed these items to emerge from the earth. When discovered, she turned into the "original" sago starch producing tree (pohon sageru; the sugar palm - Arenga pinnata). This seems partly unusual as Metroxylon sagu is primarily used for starch extraction - one of the most important starch staples of Malukans. Metroxylon also produces palm fronds and leaves for house construction of walls, floorings, and thatch. On the other hand, the Arenga palm is useful to produce sugar, sweet and alcoholic beverages, and sago starch.

Social anthropological interpretation
The interpretation of the Hainuwele myth has put greater stress on the anthropological aspects. It underlines the fact that, since she had defecated them, the gifts that the generous girl Hainuwele was giving out had an unclean origin and, although useful, they defiled the persons accepting them. The uncanny way in which the material gifts were brought forward points out the reality that all the objects enumerated in the myth were foreign, not produced in Seram, and thus not available on the island before the 16th century.

Alternatively, archaeological evidence from Seram and Ambon among other Malukan islands indicates 11th-14th century Song-Yuan Dynasty stoneware ceramics were quite prevalent; the green glazed Celadons being particularly important in marriage ritual exchanges and dispute settlements.

There are Thai and Vietnamese glazed ceramics from the 14th century onwards, increasing in abundance during the various Ming Gaps in Chinese trade policy and practice. Interestingly, the distribution includes not only coastal port sites (such as Hitu and Hitu Lama on Ambon; or Serapi near Hatusua on Seram), but remote hinterland and highland sites. This indicates the regional and extra-regional value chains included both coastal, port, and inland (highland, hinterland) areas and peoples. Bronze drums and gongs have been available for over 2000 years. Gorom still has an excellent example of a bronze Dongson drum made in Vietnam. Dongson drums were distributed throughout the archipelago and likely related to the spice trade reaching as far as China since at least the Han Dynasty over 2000 years ago where cloves were mandatory for visitors to the court to freshen their breath. Spices from Maluku also made it westward, eventually to the Mideast and Europe well before the European Colonial Period began in the early 16th century (estimated at least to the first and early second millennia CE).

Gold, silver, bronze (especially gongs), glass (bangles and beads), and iron items were also available prior to western colonialism - although mostly traded in rather than locally produced. The small Indo-Pacific bead technology originated from Arikamedu, India over 2000 years ago. The beads, for example, are culturally valuable items still in circulation today. It remains unknown if similar beads were also produced in Southeast Asia (primarily mainland Southeast Asia) using similar technology or possibly artisans and master craftsmen from India. In either case, it demonstrates the length, extent, and inclusion of nested regional to extra-regional value chains.

Pre-colonial Chinese glass bangle fragments were also recovered from radiocarbon dated excavation contexts in Seram in the 1990s (dated to at least the Srivijaya period in the mid to late first millennium CE). Spices (clove, nutmeg and mace) were central to the extra-regional trade and demand. These items were endemic to Maluku and seeking control of the source drove much of Western Colonialism (e.g., the Portuguese dispatched ships to Maluku in 1512 after seizing Melaka in Malaysia in 1511).

Nevertheless, many other items were very important - such as pearls, pearl shell, aromatic woods, birds of paradise feathers, etc. as well as and many foodstuffs such as sago (Metroxolyn sagu), kenari (Canarium spp.), palm sugar (Arenga pinnata), fermented palm drinks (sageru; sometimes distilled to make much stronger sopi), tripang, fish, meat, and others.

Hainuwele's variety of presents brought about an element of corruption, bringing about inequality, greed, and jealousy into a roughly homogeneous society, represented by the standard present of areca nuts. Hence the various gifts of the Coconut girl can be interpreted as "dirty money", polluting and degrading everyone who accepts it, bringing about a socioeconomic conflict and the deviation from an ideal state.

Thus, the Hainuwele legend as recorded by Jensen was a myth that sought to rearrange the inconsistencies with which the Wemale were confronted as the elements of change affected their society by trying to bring about agreement of the more recent socioeconomic clash with the older mythical representations.

Following the conflict brought about by the material objects that were obtained through Hainuwele the introduction of mortality among humans became a sort of compensation in order to reintroduce peace with the world of spirits and deities. Thus the Hainuwele myth signals the end of an era and the beginning of another.

Several of these interpretations are highly debatable. Some local versions display generic consistencies but substantial nuanced variations. Numerous interpretations (positive, neutral and negative) can be posited and have been offered by local specialists. Additionally, Jensen's initial translations and interpretations (or subsequent interpretations by others) may be partially erroneous and/or questionably representative of the larger populations and diverse social groups they are meant to portray as a single cultural unit of analysis in parts of Seram Island, Seram Island as a whole, or neighboring islands in Central Maluku.

title: Hainuwele


text:
Newfoundland and Labrador House of Assembly

The Newfoundland and Labrador House of Assembly (Chambre d'assemblée de Terre-Neuve-et-Labrador) is the unicameral deliberative assembly of the General Assembly of Newfoundland and Labrador of the province of Newfoundland and Labrador, Canada. It meets in the Confederation Building in St. John's. Bills passed by the assembly are given royal assent by the lieutenant governor of Newfoundland and Labrador, in the name of the King of Canada.

The governing party sits on the left side of the speaker of the House of Assembly as opposed to the traditional right side of the speaker. This tradition dates back to the 1850s as the heaters in the Colonial Building were located on the left side. Thus, the government chose to sit near the heat, and leave the opposition sitting in the cold.

Homes of Legislature
Before 1850 the legislature has sat at various locations including Mary Travers' tavern on Duckworth Street across from War Memorial 1832, St. John's Court House (at Duckworth and Church Hill) from 1833 to 1846, a building on southwest corner of Water Street and Prescott Street (since replaced with office building) and the site of the former St. Patrick’s Hall on Queen’s Road and Garrison Hill (demolished and replace by current building 1880 ).

Permanent homes of the legislature, Confederation Building and Colonial Building, are the only surviving structures.

Constituencies
Members represent one electoral district each. There are 40 seats in the House of Assembly.

Seating plan
Current as of January 2024

Current members (MHAs)
Party leaders' names are written in bold and cabinet ministers in italic, with the Speaker of the House of Assembly designated by a dagger (†).

Seat total and official layout
!rowspan="2" colspan="2" style="text-align:left;"|Party !rowspan="2" style="text-align:left;"|Leader !colspan="2" style="text-align:center;"|Seats
 * - style="background:#ccc;"
 * - style="background:#ccc;"
 * style="text-align:center;"|March 25, 2021
 * style="text-align:center;"| Current

 * style="text-align:left;" |Andrew Furey
 * 22 |||23

 * style="text-align:left;" |Tony Wakeham
 * 13 ||12

 * style="text-align:left;" |Jim Dinn
 * 2 ||3

 * style="text-align:left;" |N/A
 * 3
 * 2

!40!!40
 * style="text-align:left;" |N/A
 * 0
 * 0
 * style="text-align:left;" colspan="3"|Members
 * style="text-align:left;" colspan="3"|Members
 * }


text:
Talk:Grand Riemann hypothesis

Hmmm - the wording probably needs work. Critical line would usually be the line of symmetry involved in the functional equation (L-function). If this is under s → N - s, you'd have to shift the origin for s to make it Re(s) = ½, though.

Charles Matthews 14:39, 21 May 2004 (UTC)

Is this established terminology?
I can't recall ever hearing the name "Grand Riemann hypothesis". Since Ramanujan conjecture is knowm for almost 30 years to be false, it would seem that the notion of "critical line" indeed would have to be significantly modified to accomodate such a swiping conjectural statement. Arcfrk 06:21, 10 March 2007 (UTC)

title: Talk:Grand Riemann hypothesis


text:
Damansara

Damansara may refer to:
 * Damansara, Selangor, a mukim of the Petaling district, state of Selangor, Malaysia

 * Constituencies
 * , a federal constituency in Selangor, Malaysia
 * , a former federal constituency in the Federal Territories, Malaysia
 * Damansara Utama (state constituency), a state constituency in Selangor, Malaysia
 * Kota Damansara (state constituency), a state constituency in Selangor, Malaysia

 * Other places:
 * Damansara River, a river in the state of Selangor, Malaysia
 * Kota Damansara, a suburb in Sungai Buloh subdistrict of Petaling Jaya city
 * Damansara Jaya
 * Damansara Perdana
 * Kwasa Damansara
 * Mutiara Damansara
 * Bandar Sri Damansara
 * Ara Damansara
 * Damansara Town Centre
 * Bukit Damansara
 * Bandar Damansara Kuantan
 * Taman Damansara Aliff
 * 3 Damansara Shopping Mall
 * Jalan Damansara

title: Damansara