OpenLLM-France/wikimedia huggingface dataset:
# Cognitive Level

The cognitive level is focused on studying certain brain functions in relation to cognition, such as investigating memory and cognitive processes. There are 3 overarching headings in the cognitive level, which together contain 12 learning outcomes, of which 10 are essays and 2 are 8 marks.
    General Learning Outcomes
       GLO1: Outline principles that define the cognitive level of analysis.
       GLO2: Explain how principles that define the cognitive level of analysis may be demonstrated in research.
       GLO3: Discuss how and why particular research methods are used at the cognitive level of analysis.
       GLO4: Discuss ethical considerations related to research studies at the cognitive level of analysis.
    Cognitive Processes
       CP1: Evaluate schema theory with reference to research studies.
       CP2: Evaluate two models or theories of one cognitive process with reference to research studies.
       CP3: Discuss how biological factors may affect one cognitive process.
       CP4: Discuss how social or cultural factors affect one cognitive process.
       CP5: With reference to relevant research studies, to what extent is one cognitive process reliable?
       CP6: Discuss the use of technology in investigating cognitive processes.
    Cognition and Emotion
       CE1: To what extent do cognitive and biological factors interact in emotion?
       CE2: Evaluate one theory of how emotion may affect one cognitive process.
# Cognition and Emotion

The cognition and emotion (CE) outcomes look at the influence of mental processes and cognitive factors on emotions.
There are two cognition and emotion outcomes:
* CE1: To what extent do cognitive and biological factors interact in emotion?
* CE2: Evaluate one theory of how emotion may affect one cognitive process.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

## CE1

To what extent do cognitive and biological factors interact in emotion?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

## CE2

Evaluate one theory of how emotion may affect one cognitive process.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Cognitive Processes

The cognitive processes (CP) outcomes look at how particular cognitive systems are investigated, and the effects they have on behaviour.
There are six cognitive processes outcomes:
* CP1: Evaluate schema theory with reference to research studies.
* CP2: Evaluate two models or theories of one cognitive process with reference to research studies.
* CP3: Discuss how biological factors may affect one cognitive process.
* CP4: Discuss how social or cultural factors affect one cognitive process.
* CP5: With reference to relevant research studies, to what extent is one cognitive process reliable?
* CP6: Discuss the use of technology in investigating cognitive processes.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

## CP1

Evaluate schema theory with reference to research studies.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

## CP2

Evaluate two models or theories of one cognitive process with reference to research studies.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

## CP3

Discuss how biological factors may affect one cognitive process.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

## CP4

Discuss how social or cultural factors affect one cognitive process.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

## CP5

With reference to relevant research studies, to what extent is one cognitive process reliable?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

## CP6

Discuss the use of technology in investigating cognitive processes.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Genetics and Behaviour

The genetics and behaviour (GB) outcomes look at how genetic influences can change and determine behaviour.
There are three genetics and behaviour outcomes:
* GB1: With reference to relevant studies, to what extent does genetic inheritance influence behaviour?
* GB2: Examine one evolutionary explanation of behaviour.
* GB3: Discuss ethical considerations in research into genetic influences on behaviour.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GB1

With reference to relevant studies, to what extent does genetic inheritance influence behaviour?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GB2

Examine one evolutionary explanation of behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GB3

Discuss ethical considerations in research into genetic influences on behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Cognitive Level

The cognitive level is focused on studying certain brain functions in relation to cognition, such as investigating memory and cognitive processes.
    General Learning Outcomes
       GLO1: Outline principles that define the cognitive level of analysis.
       GLO2: Explain how principles that define the cognitive level of analysis may be demonstrated in research.
       GLO3: Discuss how and why particular research methods are used at the cognitive level of analysis.
       GLO4: Discuss ethical considerations related to research studies at the cognitive level of analysis.
    Cognitive Processes
       CP1: Analyse schema theory with reference to research studies.
       CP2: Distinguish between theories of one cognitive process with reference to research studies.
       CP3: Explain how biological factors may affect one cognitive process.
       CP4: Explain how cultural factors affect one cognitive process.
       CP5: Explain the reliability of one cognitive process.
       CP6: Analyse the use of technology in investigating cognitive processes.
    Cognition and Emotion
       CE1: Explain how cognitive and biological factors interact in emotion.
       CE2: Analyse one theory of how emotion may affect one cognitive process.
# Famous Theorems of Mathematics/Set Theory

Set theory is the mathematical theory of sets. In naive set theory, sets are introduced and understood using what is taken to be the self-evident concept of sets as collections of objects considered as a whole. In axiomatic set theory, the concepts of sets and set membership are defined indirectly by first postulating certain axioms which specify their properties. In this conception, sets and set membership are fundamental concepts like point and line in Euclidean geometry, and are not themselves directly defined.
Today, when mathematicians talk about set theory as a field, they usually mean axiomatic set theory. Informal applications of set theory in other fields are referred to as applications of naive set theory, but usually are understood to be justifiable in terms of an axiomatic system (normally the Zermelo–Fraenkel set theory).
Proofs are arranged in the following sections:
* Zermelo–Fraenkel Set Theory
* Positive Set Theory

## See also

* An Introduction to Sets
* Set Theory
# Famous Theorems of Mathematics/e is irrational

The series representation of Euler's number e
    $e=\sum _{n=0}^{\infty }{\frac {1}{n!}}\!$
can be used to prove that e is irrational. Of the many representations of e, this is the Taylor series for the exponential function e$^y$ evaluated at y = 1.

## Summary of the proof

This is a proof by contradiction. Initially e is assumed to be a rational number of the form a/b. We then analyze a blown-up difference x of the series representing e and its strictly smaller bth partial sum, which approximates the limiting value e. By choosing the magnifying factor to be b!, the fraction a/b and the bth partial sum are turned into integers, hence x must be a positive integer. However, the fast convergence of the series representation implies that the magnified approximation error x is still strictly smaller than 1. From this contradiction we deduce that e is irrational.

## Proof

Suppose that e is a rational number. Then there exist positive integers a and b such that e = a/b.
Define the number
    $\ x=b!\,{\biggle-\sum _{n=0}^{b}{\frac {1}{n!}}{\biggr )}\!$
To see that x is an integer, substitute e = a/b into this definition to obtain
    $x=b!\,{\biggl{\frac {a}{b}}-\sum _{n=0}^{b}{\frac {1}{n!}}{\biggr )}=a(b-1)!-\sum _{n=0}^{b}{\frac {b!}{n!}}\,.$
The first term is an integer, and every fraction in the sum is an integer since n≤b for each term. Therefore x is an integer.
We now prove that 0 < x < 1. First, insert the above series representation of e into the definition of x to obtain
    $x=\sum _{n=b+1}^{\infty }{\frac {b!}{n!}}>0\,.\!$
For all terms with n ≥ b + 1 we have the upper estimate
    ${\frac {b!}{n!}}={\frac {1}{(b+1)(b+2)\cdots (b+(n-b))}}\leq {\frac {1}{(b+1)^{n-b}}}\,,\!$
which is even strict for every n ≥ b + 2. Changing the index of summation to k = n – b and using the formula for the infinite geometric series, we obtain
    $x=\sum _{n=b+1}^{\infty }{\frac {b!}{n!}}<\sum _{k=1}^{\infty }{\frac {1}{(b+1)^{k}}}={\frac {1}{b+1}}{\biggl{\frac {1}{1-{\frac {1}{b+1}}}}{\biggr )}={\frac {1}{b}}\leq 1.$
Since there is no integer strictly between 0 and 1, we have reached a contradiction, and so e must be irrational.
# Famous Theorems of Mathematics/π is irrational

The mathematical constant $\pi =3.141592\ldots$ (the ratio of circumference to the diameter of the circle) is an irrational number.
In other words, it cannot be expressed as a ratio between two integers.

## Proof

Let us assume that $\pi$ is rational, so there exist $a,b\in \mathbb {N}$ such that $\pi ={\frac {a}{b}}$.
For all $n\in \mathbb {N}$ let us define a polynomial
    $f(x)={\frac {x^{n}(a-bx)^{n}}{n!}}=\sum _{m\,=\,n}^{2n}{\frac {c_{m}}{n!}}x^{m},\quad :c_{m}\in \mathbb {Z}$
$f(x)=f(\pi -x)$ and so we get
    ${\begin{aligned}f^{(k)}\!(x)=(-1)^{k}f^{(k)}\!(\pi -x)&={\begin{cases}\displaystyle \sum _{m\,=\,n}^{2n}{\frac {k!}{n!}}{\binom {m}{k}}c_{m}x^{m-k}&:0\leq k\leq n-1\\[5pt]\displaystyle \sum _{m\,=\,k}^{2n}{\frac {k!}{n!}}{\binom {m}{k}}c_{m}x^{m-k}&:n\leq k\leq 2n\end{cases}}\\[5pt]f^{(k)}\!(0)=(-1)^{k}f^{(k)}\!(\pi )&={\begin{cases}0&:0\leq k\leq n-1\\[5pt]\displaystyle {\frac {k!}{n!}}c_{k}&:n\leq k\leq 2n\end{cases}}\end{aligned}}$
Now let us define $A_{n}=\int \limits _{0}^{\pi }f(x)\sin(x)dx$. The integrand is positive for all $x\in (0,\pi )$ and so $A_{n}>0$.
Repeated integration by parts gives:
    $A_{n}=-f^{(0)}\!(x)\cos(x){\bigg |}_{0}^{\pi }+f^{(1)}\!(x)\sin(x){\bigg |}_{0}^{\pi }+f^{(2)}\!(x)\cos(x){\bigg |}_{0}^{\pi }-\cdots \pm f^{(2n)}\!(x)\cos(x){\bigg |}_{0}^{\pi }\mp \int \limits _{0}^{\pi }f^{(2n+1)}\!(x)\cos(x)dx$
The remaining integral equals zero since $f^{(2n+1)}\!(x)$ is the zero-polynomial.
For all $0\leq k\leq 2n$ the functions $f^{(k)}\!(x),\sin(x),\cos(x)$ take integer values at $x=0,\pi$, hence $A_{n}$ is a positive integer.
Nevertheless, for all $x\in (0,\pi )$ we get
    ${\begin{aligned}&0<x<\pi \\&0<a-bx<a\\&0<\sin(x)<1\end{aligned}}$
hence $0<A_{n}<\pi {\frac {(\pi a)^{n}}{n!}}$. But for sufficiently large $n$ we get $0<A_{n}<1$. A contradiction.
Therefore, $\pi$ is an irrational number.
# Famous Theorems of Mathematics/π is transcendental
## Introduction

The proof of the transcendence (inalgebraicy) of $\pi$ is in many ways similar to that of ${\text{e}}$.
However, we must introduce a number of very important issues before proceeding to the full, detailed proof.
Basic prior knowledge about complex numbers is required.

## Chapters

* Monomial ordering
* Symmetric polynomials
* Elementary symmetric polynomials
* Fundamental theorem of symmetric polynomials
* Proof
# Guitar/Octaves
## Octaves

Using octaves is a useful way of reinforcing melody lines. When a melody is played simultaneously at different octaves; the ear interprets it as a single melodic voice. Octave lead playing stands out and is not that difficult to master. Any melody you know can be expanded to include octaves. The diagram below shows three octave pairs of the note C. All are movable and once grasped can be incorporated into your playing with ease. Wes Montgomery was a jazz guitarist who made octaves his trademark and his influence is heard in the work of the guitarist George Benson.
# Guitar/Jump between Em-D and Am-G/Song Examples
### (7) Jump between Em-D and Am-G

In this lesson, the leap Em-D and Am-G are practiced and repeated, as well as songs with irregular and long chord sequences and songs that were skipped in previous lessons.
* Hey Ho, Nobody Home
* Spancil Hill
* Star Of The County Down
* Carrickfergus
* Jingle Bells
* My Bonny 3/4-beat
* Ox-Driving Song
* Roter Mond (German scout song)
* Kling Glöckchen (Christmas song)
* The Cockoo
* She Moved Through The Fair
* The Foggy Dew
* YT COUNTRY ROADS (John Denver) G- Em- D- C G (2x) G- D- Em- C- / G- D- C- G-
* YT Father and Son (Cat Stevens) //G D Em C / G Em C D// oder //G D C Am / G Em Am (C) D// almost always, only at the end of "son" (C D) G C G C
* YT Good Riddance/Time of your Life (Green Day) G G C D (2x) Em D C G - Em G Em G - Em D G
* YT Heroes (David Bowie) D G D G C G Am Em D C G D...
* YT I’M Just More (Wonderwall) Em----/ C G Em D (2x) / Ref: C Em D- (2x)/ Bridge: Em / C G Em D / C G D- Original in A (Capo 2. fret)
* YT Lady in Black (Uriah Heep) Em--- D- Em- (can alternatively be played with Am--- G- Am-.)
* YT Let it Be (Beatles) G D Em C / G D C G // Em D C G / D D C G
* YT Living on a Prayer (Bon Jovi) Em - C D
* YT Numb (Linkin Park) Em C G D (ohne Bridge)
* YT Mad World(Tears for Fears / Gary Jules) //:Em G D A ://
* YT Marry You (Bruno Mars) D - Em - G - D -
* YT 99 red balloons (Nena) D Em G A Possibly with capo on the 2nd fret; always the same chord sequence, one bar per chord (only between the verses 2x A)
* YT Take it easy (Eagles)
* YT Through Glass (Stone Sour) C D Em -
* YT Über den Wolken (Reinhard Mey) G - Am - D - G - "und dann" C - G - D D7 G - (Pay particular attention to the pauses when singing!)
* YT Westerland (Die Ärzte) {G 6x D -}2x C - Em -; C - D -(7); {G D Em C}3x (without bridge) end: G D Em C; Am D7 C D7; Am D7 C D7 G
* YT What's Up (Four Non Blondes) //:G Am C G:// (Capo=1) (DD 1)
* YT Wind Of Change (Scorpions) Original in C major! Intro: C Am C Am, Em Am Em D G Verse: //:G Am G Am Em D :// Chorus: //: G D Am D:// Em C D Bridge: Em D Em D G Am H7 (possibly Em D until you can play B7)
* YT Wonderful Tonight (Eric Clapton) G D C D (2x) C D G-D Em C D G | C D G-D Em C D C | D G D C D
* YT Zombie (Cranberries) Em C G D
Template:Notiz Kategorie:Bucheigene Vorlage
# Guitar/Muting and Raking
## Muting

Muting a string is simple: with the fretting hand, touch the string with a finger, but do not press it down, and strike the string. It is usually best to do this where a harmonic will not result, but strings can be muted at harmonics for special effect. In tablature, muted notes are often marked with an "x" instead of a fret number. It is also common practice to mute a string with the picking hand after striking a note to create a shortened "staccato" effect. Again touching a string to mute away from harmonic nodes is advised, but sometimes pulling off into harmonics creates interesting effects.

## Palm muting

Palm muting may or may not make the pitch of the string discernable. Very lightly rest the palm of the hand on or near the bridge, then fret and strike strings normally. Palm-muted notes are sometimes notated the same way as muted notes when the pitch is not discernable; otherwise fret numbers are given normally and the muted notes are marked "P.M." in tablature.

### The Palm Muting Technique

The idea is not to mute the strings, but to dampen them, so that the notes are still clear, but with less sustain. To start, hold your guitar like you normally would, but let your palm brush against the strings, near the bridge. Remember to "let" the strings brush against your palm, not putting any force on the strings. The closer to the bridge, the more forgiving it is. As you get better, try adjusting the amount of muting by keeping your palm at different distances from the bridge. Very heavy palm muting can raise the pitch of the note(s), especially on guitars with a floating tremolo bar system equipped. Using or not using this effect is at the reader's discretion.

## Finger Muting

You can also mute strings just by pressing your fingers against the strings, but not so hard that they are fretted and play notes.

## Raking

Raking is not a kind of muting, but a technique for applying it. It is vaguely related to sweep picking, but instead of an arpeggio, the result is usually a single percussive-sounding note. (However, sweep picking is sometimes incorrectly notated as a rake in tablature, and sloppy sweep picking may accidentally become a rake.) Between two and four strings are struck, only one containing the desired note and the rest muted. Rakes may be notated in various ways; the most common way is to add muted grace notes, possibly adding the word "rake" to the tablature for clarification.
# Information Technology and Ethics/Protecting Data
## Information Privacy

In order to take advantage of many services you may need to provide personal information. That personal data has a high risk of being stolen, lost or disclosed, this is especially true for financial data.
The information that is collected must be accurate, complete, current and relevant to the purpose it was collected. Companies should have safeguards in place to protect information from unauthorized access, modification or disclosure to other parties.
There are laws protecting how consumers information is collected and stored, even placing limits in how a company may obtain and use data provided by customers. The protection of financial data is important but consumers should be aware of how all their data is collected, whom it is collected by and how is it protected and to whom it is shared.

### Identity Theft

Identity theft has become one of the fastest growing crimes especially in the United States of America. Thieves steal important information that would allow them or someone else to impersonate an individual. This information may includes:
* Name
* Address
* Date of Birth
* Social Security Number
* Passport Number
* Drivers License
* Mothers Maiden Name
Business and consumers are taking more steps to protect this important information from identity theft. Besides stealing information from you identity thrives have other methods for obtaining what they need.
Identity thieves have a few ways to gain access to information one of which is to create a data breach to steal personal records. They purchase the data from criminal or they may use phishing to entice users to willingly give up the information. They may even install spyware capable of capturing keystrokes.

#### Recommendations For Protecting Your Identity

Note that you may be legal required to keep bills and financial statements for some years, depending on you jurisdiction and activity, but as you dispose of any you should shred them as to avert them from being accessed by any third party.
In some jurisdictions If you write "request photo id" on the back of your credit cards, this may prompt retailers to do so. This may prevent thieves from using your credit cards if they are lost or stolen.
When using the ATM or filing out forms make sure no one is looking over your shoulders when you enter personal information. Do not include social security numbers and drivers license numbers on checks. Do not leave bills in your mailbox. Do not use debit cards for online purchases. Identity thieves are willing to go to any lengths to obtain your information.
When factual information is not necessary, give false information, giving a false name, address and phone number should be the default when you will have not benefit in stating the true data.
# Information Technology and Ethics/SOC 2 Compliance

SOC 2 Compliance: As organizations continue to rely on technology to run their operations, the need for robust security measures becomes paramount. SOC 2 compliance has become one of the most important criteria for service providers and vendors to have controls in place to protect their customers' data. we take a closer look at the five Trust Service Principles of SOC 2 and the benefits of achieving compliance. This principle focuses on protecting data from unauthorized access, disclosure, and destruction. Controls based on this principle include access control, encryption, and auditing of security events. availability: This principle focuses on ensuring that the system can be operated and used as agreed with the customer. Management based on this principle includes plans for redundancy, backup, and disaster recovery.Principle:This principle focuses on ensuring that system processing is complete, accurate, timely,and authorized. Controls based on this principle include input validation, data reconciliation, and error handling. This principle focuses on ensuring sensitive data is protected from unauthorized access or disclosure. Controls based on this principle include access control, encryption, and data classification. This principle focuses on ensuring that personal information is collected, used, stored, and disclosed in accordance with the organization's privacy policy and relevant laws and regulations. Controls based on this principle include data minimization, consent management, and data subject rights.
SOC 2 compliance:
can enhance reputation and credibility with customers and partners. SOC 2 compliances can give companies a competitive advantage over competitors who may not have gone through the same rigorous review process. crisis management: SOC 2 compliance helps organizations identify and remediate potential security risks and vulnerabilities, thereby improving their overall security posture. SOC 2 compliance helps organizations meet the security and privacy requirements of industry-specific regulations such as HIPAA and PCI DSS. Being SOC 2 compliant can increase customer confidence in your organization's data protection capabilities, which can lead to increased customer loyalty and retention.