OpenLLM-France/wikimedia huggingface dataset:
# Evolutionary Synthesis

The evolutionary synthesis is the term coined by Ernst Mayr and William B Provine for the period between 1930-1950 that saw the fusion of Darwinian selection theory with Mendelian genetics. Historians of science such as Vassiliki Betty Smocovitis, also argue that it saw the emergence of the discipline of evolutionary biology that was accompanied by the creation of a new journal, Evolution, and the first international Society for the Study of Evolution.
The Modern Evolutionary Synthesis, contributed to evolutionary thought by bridging the intellectual and cultural gaps between geneticists, naturalists, and paleontologists. Its tenets were several:
* All evolutionary phenomena can be explained in a way that is consistent with known genetic mechanisms and the observational evidence of naturalists.
* Evolution is gradual and is caused by small genetic changes, recombination and natural selection. Discontinuities among species are explained as originating gradually, through geographical separation and extinction rather than saltation. However, this does not mean that the rate of evolutionary change is constant. Several mass extinctions in the evolutionary history of life give us evidence that massive extinctions leave niches vacant, allowing other species to achieve rapid diversification and speciation.
* Selection is the main driver of change, even if variations in fitness are slight. The object of selection is the phenotype, the externally observable traits of an organism. This is produced by the interaction of the genotype, the heritable information in the form of DNA with its surrounding environment. As the genotype codes for the phenotype, and the genotype is passed through reproduction, the gene is the unit for selection. But as the phenotype are only the external traits, it is the genotype that create them which are selected for, specifically in the form of genes, packets of genetic information within the chromosome. The role of genetic drift is equivocal.
* The genetic diversity of natural populations is a key factor in evolution. But as evolution proceeds through natural selection, several genetic variations are selected against. Thus, natural selection destroys variation which it feeds upon. Also are barriers to gene flow, which are key infuences in genetic drift and speciation.
* The fossil record can be explained by extrapolating micro evolutionary observations to macro evolutionary events.
# Exam 98-349: Windows Operating System Fundamentals

Exam 98-349: Windows Operating System Fundamentals is a Microsoft Technology Associate (MTA) entry level certification exam.
This MTA exam will be retired on June 30, 2022. Voucher sales for this exam ended on June 30, 2021.

## Preparation

This is an introductory computer support course. Learners should already be familiar with introductory computer concepts such as those addressed by IC$^3$ certification.

## Lessons

* Understanding Operating System Configurations
* Installing and Upgrading Client Systems
* Managing Applications
* Managing Files and Folders
* Managing Devices
* Understanding Operating System Maintenance

## See Also

* Microsoft: 98-349: Windows Operating System Fundamentals - Student Study Guide - (requires login)
# Evolutionary Synthesis/Future Evolutionary Synthesis

Future Evolutionary Synthesis
Evolution is too useful a paradigm to be left only in the hands of biologists. From the perspective of Engineering, it can be seen as being a blind prototyping system, a search mechanism, an aid to self-organization, and a key to self-programming robots. From the perspective of physics, it can be seen to be an indication that the second law of thermodynamics might be incorrect, and a possible connecting link to Complexity theory. From the perspective of Neuroscience, it may be the only explanation for non-genetic recombination and self-organization of Neural Networks into Neural Maps. In Computing Science, may seem to be just one more heuristic algorythm, and the key to an Adaptive Macro Language.
At heart, evolution is a very simple system, so simple that it may have an impact at a much earlier stage in our universe than biologists would ever think to look. The Evolution Algorythm has only three parts, and may apply as easily to the formation of elements during the big bounce, as it does to the complex structure of biological genetics. Where the future synthesis of Evolution ends, is not something we can predict today
Although Darwin made some predictions in his later works, that went so far as to connect Evolution to even social development, but didn't actually predict the linkage his theory would turn out to have to Meddelan Genetics, it may turn out that there are literally millions of Evolutionary Mechanisms involved in the development of the Universe, and the current Evolutionary Synthesis, is blind to them, because of its dependence on Biology and Genetics.
--Graeme E. Smith 19:28, 29 January 2009 (UTC)

## See Also:

* Introduction to Non-Genetic Darwinism
# Evolving Governments/Good Government

Researcher Abraham Maslow recognized that people have many needs, and they are motivated to meet certain basic needs before turning attention to higher levels of fulfillment. His insights are often represented using a pyramid to illustrate this needs hierarchy. The physiological needs of air, water, food, shelter, sanitation, and sleep form the base of the pyramid because people seek to meet these needs before attending to safety, belonging, esteem and other higher levels of fulfillment.
By assessing needs that are met and unmet, a person can determine their current position in the hierarchy. Because people seek higher levels of fulfillment, the higher levels of the pyramid generally represent greater life satisfaction. We strive to move up the pyramid.
When governments are formed “for the people”, we can use this needs hierarchy to assess how well any particular government is meeting the needs of its people. Governments attain better results when they allow more people to meet more of their needs. To determine how well the government is doing, plot the position of each person against the needs hierarchy. Two examples are shown in the diagram and described below.
The results of a poorly performing government are represented on the left. Here many people are lacking clean safe drinking water, some people are hungry or homeless, and even their most basic physiological needs are not being met. These unfortunate people are shown in red in the diagram, where each icon represents one percent of the population. When people feel unsafe because of crime, terrorism, threats, oppression, humiliation, violence, war, or other human rights violations their safety needs are not being met. These threatened people are represented on the diagram in orange. When social systems lead to isolation rather than foster community, these alienated people don’t feel like they belong. They are represented by amber icons.
In contrast, the government represented on the right is attaining better results for the people. Here everyone has met their physiological needs, and most have met their safety needs. Many people will attain higher levels of satisfaction by fulfilling their belonging, esteem, cognitive, and aesthetic needs. These people are flourishing as they become engaged in the culture, gain self-esteem, continue to learn, develop moral reasoning, and enjoy frequent encounters with beauty. A few will “become all they can be” and reach their full potential as they attain self-actualization. Some especially wise people, shown in violet, achieve transcendence—experiencing deep connections beyond themselves. (Beware of delusions and charlatans.)
This approach to evaluating government results can transform abstract policy questions and speculative theories of government into empirical questions that can be reliably answered by carefully evaluating evidence. We can determine what governments are attaining better result, learn from their successes, and continue to develop and improve.
Although this may be simple, it won’t be easy. Let’s get started.
# Deskbound: A Love Letter to Your Body

Deskbound: A Love Letter to Your Body is a lecture presentation by Kelly Starrett for Google. The video is available for free viewing on YouTube via the following link:
http://www.youtube.com/watch?v=kfg_e6YG37U
1. "Locked at 90°" The first point that Kelly makes is that the average white-collar working american literally spends the majority of his/her waking hours in a seated position. The implications of this are the gradual development of limitations in the mobility of one's ankles, knees, and especially hips. Kelly likens the practice to keeping ones elbow locked at 90° such as in a cast all day. In either such a situation, we will see disability arise when the individual wants to engage in activities that require additional range of motion such as playing sports or even tying ones shoes.
NoahBonn 05:18, 15 August 2011 (UTC)
# Determinant/2x2/Example

For a $2\times 2$-matrix
    $M={\begin{pmatrix}a&b\\c&d\end{pmatrix}}\,,$
we have
    $\det {\begin{pmatrix}a&b\\c&d\end{pmatrix}}=ad-cb.$
# Determinant/4x4/Exercise

Compute the determinant of the matrix
    $A={\begin{pmatrix}2&1&0&-2\\1&3&3&-1\\3&2&4&-3\\2&-2&2&3\end{pmatrix}}\,.$
# Designing for the Affective Domain: The Design Document, Page 2
### Lesson Objective

Given a design document, evaluate whether or not the strategies and methods within the document meet the affective needs of the particular course.

### Interim Objectives

* Identify and describe the different elements of a design document.
* Explain how each design document element can account for the affective domain.
* Compare the objectives of a course to that course's design document.
* Evaluate design document examples for their treatment of affective elements.

### Introduction and Lesson Organizer

Much of what we teach has some form of affective element associated with it. In fact, much of what we know is represented in the form of attitudes. According to Kamradt & Kamradt, "An attitude is a psychophysical structure that stores related bits of affective, cognitive, and psychomotor learning in a manner that allows intantaneous, subconscious access by its owner." If you look at your subject matter in this way, you will start to notice the affective elements and realize the need to design for them. The design document is very important. It allows you to get your ideas on paper and polish them before you invest any time and money on building or creating a course. By finalizing your design on paper in the design document, you reduce the risk of costly mistakes or revisions as you develop your material. This is especially true in eLearning.
In this lesson we will look at the interim objectives one by one. This will help you meet the overall lesson objective. Before you go on to the first objective on design document elements, look at a preliminary version of the design document our team used to develop the affective domain lessons. Think about what you see and what you don't.
Click next to learn more about the different elements in a design document.
| Instructional Design | Affective behaviors | < Back | Next > |
# Detectors for radiation astronomy/Quiz

Radiation astronomy detectors is a lecture as part of the astronomy department course on the principles of radiation astronomy.
You are free to take this quiz based on radiation astronomy detectors at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{principles of radiation astronomy}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
This quiz may need up to an hour to take and is equivalent to an hourly.
Enjoy learning by doing!

## Hypotheses

* A sense-around system needs to incorporate detection of all forms of radiation.
# Detecting and preventing hoaxes in wikis

This wiki resource is a "stub". Learn how you can help Wikiversity to develop it.
This page is emerging from a lengthy discussion on Breaching Experiments dealing with possibilities of research in the wiki environment. While planning an experiment aimed to infiltrate such a material might be highly controversial, there is a (hopefully) general agreement that preventing incorrect information to appear on any site (e.g. Wikiversity or Wikipedia) is useful.

## List for now...

Here are some pages that might form the core of the page. Feel free to add/rework:
* w:Reliability of Wikipedia
* w:Criticism of Wikipedia
* w:WikiScanner
* W:Wikipedia biography controversy
* w:USA Congressional staff edits to Wikipedia
* w:List of topics characterized as pseudoscience
* Wikipedia Unmasked
* Wikipedia and the art of censorship
* w:Wikipedia:Wikipedia Signpost/2010-03-08/News and notes#DYK featured fake BLP - the problem is very real...
** here is the full story - this is actually a case study from the "author" describing the whole process
* w:Edward Owens - a case of a WP hoax designed by a group of students
# Determinant/3x3/Sarrus/Example

For a $3\times 3$-matrix $M={\begin{pmatrix}a_{11}&a_{12}&a_{13}\\a_{21}&a_{22}&a_{23}\\a_{31}&a_{32}&a_{33}\end{pmatrix}}$, we have
    $\det {\begin{pmatrix}a_{11}&a_{12}&a_{13}\\a_{21}&a_{22}&a_{23}\\a_{31}&a_{32}&a_{33}\end{pmatrix}}=a_{11}a_{22}a_{33}+a_{12}a_{23}a_{31}+a_{13}a_{21}a_{32}-a_{13}a_{22}a_{31}-a_{11}a_{23}a_{32}-a_{12}a_{21}a_{33}.$
This is called the rule of Sarrus.
# Determinant/4x4-matrix/Compute/1/Exercise

Compute the determinant of the matrix
    ${\begin{pmatrix}1&3&9&0\\-1&0&5&2\\0&1&3&6\\-3&0&0&7\end{pmatrix}}.$
# K^n/Linear form/Price/Example

In a shop, there are $n$ different products to buy, and the price of the $i$-th product (with respect to a certain unit) is $a_{i}$. A purchase is described by the $n$-tuple
    $\left(x_{1},\,x_{2},\,\ldots ,\,x_{n}\right),$
where $x_{i}$ is the amount of the $i$-th product bought. The price for the purchase is hence $\sum _{i=1}^{n}a_{i}x_{i}$. The price mapping
    $\mathbb {R} ^{n}\longrightarrow \mathbb {R} ,\left(x_{1},\,x_{2},\,\ldots ,\,x_{n}\right)\longmapsto \sum _{i=1}^{n}a_{i}x_{i},$
is linear. This means, for example, that if we do first the purchase $\left(x_{1},\,x_{2},\,\ldots ,\,x_{n}\right)$ and then, a week later, the purchase $\left(y_{1},\,y_{2},\,\ldots ,\,y_{n}\right)$, then the price of the two purchases together is the same as the price of the purchase $\left(x_{1}+y_{1},\,x_{2}+y_{2},\,\ldots ,\,x_{n}+y_{n}\right)$.
# K^n/Standard basis/Dual basis/Example

For the standard basis $e_{1},\ldots ,e_{n}$ of $K^{n}$, the dual basis consists in the projections onto some component, that is, we have $e_{i}^{*}=p_{i}$, where
    $p_{i}\colon K^{n}\longrightarrow K,\left(x_{1},\,\ldots ,\,x_{n}\right)\longmapsto x_{i}.$
This basis is called the standard dual basis.
# K^n/ith projection/Linear mapping/Example

Let $K$ denote a field, and let $K^{n}$ be the $n$-dimensional standard space. Then the $i$-th projection, this is the mapping
    $K^{n}\longrightarrow K,\left(x_{1},\,\ldots ,\,x_{i-1},\,x_{i},\,x_{i+1},\,\ldots ,\,x_{n}\right)\longmapsto x_{i},$
is a $K$-linear mapping. This follows immediately from componentwise addition and scalar multiplication on the standard space. The $i$-th projection is also called the $i$-th coordinate function.
# EuroLex/F/Coupé

* Original language: French
* Original form and meaning: coupé - 1. coupé (meaning a car with four seats, two doors and a sloping rear)
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | kupé | ... | 'meaning 1' | '...' | ... |
| Danish | coupé | ... | 'meaning 1' | '...' | ... |
| Dutch | coupa | ... | 'meaning 1' | '...' | ... |
| English | coupé | carriage: 1834 car: 1908 | 'meaning 1; and also a) a closed four-wheel carriage with two seats inside and one outside for the driver b) the end compartment in a European diligence or railroad car c) ballet: an intermediary step to transfer the weight from one foot to the other d) (in Continental heraldry) party per fess' | '...' | http://www.etymonline.com |
| Estonian | kupee | ... | 'meaning 1' | '...' | ... |
| Finnish | coupé | ... | 'meaning 1' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Coupé, also: Kupee | ... | 'meaning 1' | 'railroad compartment' | ... |
| Hungarian | kupé | ... | 'meaning 1' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | coupé | ... | 'meaning 1' | '...' | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | only in Brazil: cupê | ... | 'meaning 1' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | kupé | ... | 'meaning 1' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | cupé | ... | 'meaning 1' | '...' | ... |
| Swedish | kupé | ... | 'meaning 1' | '...' | ... |

### Annotations

Etymology: from F, originally pp. of couper "to cut (in half)", from early 19c. carrosse coupe "cut-off carriage", a shorter version of the berlin, minus the back seat. First applied to closed two-door automobiles 1908.
Source: http://www.etymonline.com

### Information on Other Languages

Latvian: divvietīga slēgta automašīna
Lithuanian: dviduris automobilis
Polish: samochód dwudrzwiowy
Portuguese (Portugal): descapotável
# EuroLex/F/Croup

* Original language: French
* Original form and meaning: croupe - 1. croup (meaning: the highest part of the rump of a quadruped, esp. a horse)
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | ... | ... | '...' | '...' | ... |
| Danish | kryds | ... | 'meaning 1' | '...' | ... |
| Dutch | kroep | ... | 'meaning 1' | '...' | ... |
| English | croup | 13c | 'meaning 1' | '...' | http://dictionary.reference.com |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | Kruppe | ... | 'meaning 1' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | ... | ... | '...' | '...' | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | ... | ... | '...' | '...' | ... |
| Polish | ... | ... | '...' | '...' | ... |
| Portuguese | crupe | ... | 'meaning 1' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | ... | ... | '...' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | crup | ... | 'meaning 1' | '...' | ... |
| Swedish | krupp | ... | 'meaning 1' | '...' | ... |

### Annotations

Etymology: from ME croupe < MF, AF crupe, OF crope < Gmc
Source: http://dictionary.reference.com/browse/Croup
Please note: The word croup has two meanings, the other is that of a condition characterized by inflammation and consequent narrowing of the larynx, occurring especially in young children, the main symptoms of which are a hoarse cough, difficulty in breathing and fever. This word, however, was developed in the 18c by imitation of the sound.
# EuroLex/F/Cutlet

* Original language: French
* Original form and meaning: côtelette - 1. cutlet
(Note: If the status is not specifically indicated then the word is stylistically neutral and generally used; if earlier meaning and status equals current use the former may be expressed by writing "dito". Cf. also the project guidelines.)
| Language | Form | Date of Borrowing (and Obsolescence) | Current Meaning and Status | Earlier Meanings and Statusses | Source |
| Catalan | ... | ... | '...' | '...' | ... |
| Croatian | ... | ... | '...' | '...' | ... |
| Czech | kotleta | ... | 'meaning 1' | '...' | ... |
| Danish | kotelet | ... | 'meaning 1' | '...' | ... |
| Dutch | kotelet | ... | 'meaning 1' | '...' | ... |
| English | cutlet | 18c | 'meaning 1' | '...' | http://www.etymonline.com |
| Estonian | ... | ... | '...' | '...' | ... |
| Finnish | ... | ... | '...' | '...' | ... |
| French | ... | ... | '...' | '...' | ... |
| Frisian | ... | ... | '...' | '...' | ... |
| German | ... | ... | '...' | '...' | ... |
| Hungarian | ... | ... | '...' | '...' | ... |
| Irish | ... | ... | '...' | '...' | ... |
| Italian | cotoletta | ... | 'meaning 1' | '...' | ... |
| Latvian | ... | ... | '...' | '...' | ... |
| Lithuanian | ... | ... | '...' | '...' | ... |
| Maltese | ... | ... | '...' | '...' | ... |
| Norwegian | kotelett | ... | 'meaning 1' | '...' | ... |
| Polish | kotlet | ... | 'meaning 1' | '...' | ... |
| Portuguese | costeleta | ... | 'meaning 1' | '...' | ... |
| Rumantsch | ... | ... | '...' | '...' | ... |
| Slovak | kotleta | ... | 'meaning 1' | '...' | ... |
| Slovenian | ... | ... | '...' | '...' | ... |
| Spanish | chuleta (?) | ... | 'meaning 1' | '...' | ... |
| Swedish | kotlett | ... | 'meaning 1' | '...' | ... |

### Annotations

Etymology: from OF costelette "little rib", diminutive of coste "rib, side", from L costa, influenced by E cut
Source: http://www.etymonline.com; http://www.allwords.com

### Information on Other Languages

Estonian: karbonaad
Finnish: kyljys
Hungarian: (borda)szelet
Latvian: karbonāde
Lithuanian: pjausnys
Slovenian: zarebrnica