OpenLLM-France/wikimedia huggingface dataset:
# Truth and Method/I.1.1B The guiding concepts of humanism

Gadamer argues that history and culture inform arguments and he exemplifies this with a clear grasp of the relevant scholarship. It is hard to appreciate the lines of argument he takes without also having attained an adequate appreciation for the concepts he treats with, and their authors' wider contributions. For example, Gadamer has to deal with three of Kant's works before he can advance his own in this and later sections (the following is taken from Wikipedia's Immanuel Kant page):
* The Critique of Pure Reason in 1781 (second ed. 1787) (Kritik der reinen Vernunft)
* On ethics in 1788, the Critique of Practical Reason (Kritik der praktischen Vernunft)
* On aesthetics (largely), in 1790, the Critique of Judgment (Kritik der Urteilskraft)
# Response rate

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
# Response formats

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
In survey design, it is important to understand the different types of survey response formats and their implications in terms of levels of measurement for quantitative data analysis.
Some commonly used response formats include:
| Measurement scale | Level of measurement | Example |
| Dichotomous | Binary | Yes or No |
| Graphical rating | Continuous | Mark any point on a line |
| Idiographic | Ordinal/Likert | Use symbols/pictures instead of words and numbers |
| Likert scale | Interval | Equally-spaced intervals, usually 3 to 9 intervals |
| Multiple choice or Multichotomous | Categorical/nominal | Yes, No, or Maybe |
| Multiple response | Binary | Tick all that apply |
| Ranking | Ordinal | Compare items to each other by placing them in order of descending preference |
| Semantic differential | Interval | Put two words at opposite ends of a scale with interval marks |
| Verbal frequency | Ordinal | How often ... Never, Sometimes, Often, Always |
# Response testing

Welcome to a learning project all about Response testing - this is a 'learning by doing' type project, which means hopefully you've got some clear ideas about the sorts of things you'd like to examine / learn about, and maybe some ideas about how you intend to go about your learning - it's not the intention of the instigator of this project to offer 'course materials' per se, but rather to examine many issues around the principles, execution, examination and efficacy of 'response testing'.

## What is response testing?

Well some examples probably illustrate the concept - feel free to offer your own, or ask questions by clicking 'edit' on this section - drop your note in anywhere :-)
   * A 'Mystery shopper is a response tester, usually working on behalf of the store with the intention of offering feedback which will help improve the policies and practices of the shop.
   * Journalists sometimes test the response of various organisations, often citing 'public interest', and the pursuit of a good story!
      * Journalists breach Queen's security
      * Reporter Breaches Amsterdam Airport’s Security

## Response testing on WMF projects

see this page for further information.
# Respiration (A-Level)

Respiration is the process by which organic molecules are broken down, releasing energy to synthesise ATP.
There are four stages:
* Glycolysis
* The link reaction
* The Krebs cycle
* The electron transport chain

## Glycolysis

* 2 molecules of ATP are used to convert a molecule of glucose into 2 molecules of triose phosphate (TP).
    glucose + 2 ATP → 2 triose phosphate + 2 ADP
* The 2 molecules of TP are then converted to 2 molecules of pyruvate
    This process produces 4 molecules of ATP from 4 molecules of ADP
    2 NAD coenzymes are reduced (into 2 reduced NAD coenzymes)
    2 triose phosphate + 4 ADP + 2 NAD → 2 pyruvate + 4 ATP + 2 reduced NAD

## The link reaction

* pyruvate + coenzyme A + NAD → acetylcoenzyme A + CO$_2$ + reduced NAD

## The Krebs cycle

* 4-carbon compound + acetylcoenzyme → 6-carbon compound

## Oxidative Phosphorylation

Reduced NAD and Reduced FAD from other stages of respiration are passed to the electron transport chain on the inner membrane of mitochondria. The reduced NAD and FAD are then converted to NAD FAD and Hydrogen atoms. The Hydrogen atoms are split into electrons and H$^+$ ions (a proton). The electrons released are used by the electron transport chain to release energy, this energy is used to synthesise ATD from ADP and P$_i$ (inorganic Phosphate), the final electron acceptor is Oxygen, which combines with protons in the matrix to form water. Protons are then actively pumped into the intermembranal space in mitochondria using ATP from the electron transport chain, this lowers the pH (increases the conc. of H$^+$) in the intermembranal space. Hence H$^+$ ions diffuse into the matrix of mitochondria through ATP Synthase molecules, causing the synthesis of ATP.
# Resources for Selecting Payment Methods/Summary

| Unit 5.2-Resources for Selecting Payment Methods | Introduction | Foreign Government Agencies | International Organizations | Industry Organizations | Private Banks | Summary | Resources | Activities | Assessment Go to Unit 5.1 | Unit 5.2 Return to Trade Finance Module 5: Selecting Payment Methods |

## Summary

There are numerous resources available to the international manager. Every resource provides different benefits and may or may not have a cost associated with it. Take some time to identify the resources, read about the available programs and if possible attend an event hosted by the resource. This will not only make you more aware of the possible benefits but also make your company more visible in the international business community.
# Votian/Dialects
## Phonologic peculiarities

| Vaipooli | | | + | + | | | | | + | | | |
| Pontizõõ | + | | + | + | + | | | | + | + | | + |
| Valley | + | + | | + | + | | | | + | | | |
| Hill | | | | + | + | | | | + | + | + | |
| Eastern | + | + | | | + | + | + | + | | | | |
# Votian/Consonant Stem

Consonant stems occur in limited declensions and conjugations. Their stem-vowel (originally e) was omitted in front of certain morphemes only. Those morphemes started with k, n or t. The stem-consonant was h, *k (> h), l, n, r, s or t.
m was later replaced with n, when stem-vowel was dropped e.g. лume̮-лta ('from the snow' ablative ) vs. лun-ta ('(Take some) snow' partitive ).

## Conjugations

Following conjugation types have consonant stems:
* VIII Conjugation: -e stems e.g. imperative plural pes-kā vs. singular peze-G ('Wash!').
* IX Conjugation: -t stems e.g. imperative plural vassat-kā vs. singular vassā-G ('Answer!').
* X Conjugation: -ne stems e.g. imperative plural e̮hse̮t-kā vs. singular e̮hse̮ne̮-G ('Spew! Vomit!').

### Morphemes

Following morphemes take a consonant stem where available:
* Imperative
** Plural
*** 1. person e.g. *jute̮л-kamma ('Let us say!' This reconstruction bases on Alutaguse runic songs only.).
*** 2. person e.g. jute̮л-kā ('Say!').
*** 3. person e.g. jute̮л-kō.
** Singular
*** 3. person e.g. jute̮л-kō.
* Past Participles e.g. jute̮л-лu < *jute̮л-nut.
* Indefinite voice e.g. jute̮л-tī.
* ta Infinitive e.g. jute̮л-лa < *jute̮л-tak.

## Declensions

Following declension types have consonant stems:
* X Declension: -e stems e.g. plural nominative tuлe̮-D vs. singular partitive tuл-ta ('fire').
* XI Declension: -ks stems e.g. plural nominative vare̮hse̮-D vs. singular partitive vare̮s-sa ('crow') < *vare̮s-ta.
* XII Declension: -nen stems e.g. plural nominative naize̮-D vs. singular partitive nais-sa ('wife') < *nais-ta.
* XIII Declension: -n stems e.g. plural nominative sēmene-D vs. singular partitive sēmē-tä ('seed') < *sēmen-ta.
* XIII Declension: -m stems e.g. plural nominative ve̮ttime̮-D vs. singular partitive ve̮tī-ta ('key') < *ve̮tin-ta.
* XIII Declension: -nt stems e.g. plural nominative ke̮лme̮tte̮̮me̮̮-D vs. singular partitive ke̮лme̮t-te̮̮ ('the third') < *ke̮лme̮tte̮̮n--ta Jõgõperä dialect.
* XIV Declension: -s stems e.g. plural nominative ampā-D vs. singular partitive ammas-sa ('tooth') < *ammas-ta.
* XIV Declension: -k stems e.g. plural nominative sitē̮-D vs. singular partitive sie̮t-ta ('tie') < *sie̮k-ta.
* XIV Declension: -h stems e.g. plural nominative ernē-D vs. singular partitive erneh-tä ('pea').
* XV Declension: -t stems e.g. plural nominative lühǖ-D vs. singular partitive lühüt-tä ('short').

### Morphemes

Following morphemes take a consonant stem where available:
* Singular partitive e.g. tuл-ta ('fire').
(in certain dialects also:)
* Singular essive e.g. tševän-nä ('in spring') < *kevät-na.
* Plural genitive e.g. ammas-te ('of teeth') in late Alutaguse and Vaiga dialects of Estonia influenced by Mid Estonian dialect.
# Votian/Exessive
## Exessive

| | Singular |
| Exessive marker | -nta |

#### Phonological history

The -n component of exessive has probably the same origin as the essive -na .
The suffix has a counterpart in Finnish (Savo and South-East), Karelian , Estonian , Livonian and Ingrian dialects .

### Morphophonology and pronunciation

No plural forms of exessive have been found.
* The final vowel of this suffix is usually omitted in Pummala - Lempola dialect e.g. traktoristi-nD (" from the position of a tractor driver "), soлdatinD (" from army ").

### Usage

Exessive was in active use mainly in Pummala - Lempola dialect.
It may express
* leaving a certain condition or a job - e.g. tuli f a d́ e i kotŭò soлdati-nD (" Fadei came home leaving the life of a soldier. "), tuлe̮b ̮ vällɛ̆ä̀ karjuši-nD ("He'll quit his work as a herdsman."), sütšüzül̄ meneb ̮ vällɛ̆ä̀ traktoristi-nD (" He will leave the tractor driver's work this autumn. " Lempola ), tuli tervĭèssi läsivä-nD ("She has recovered (after being ill)." Pummala dialect).
* Exessive of other dialects has been preserved mainly in adverbs - e.g. taka-nD (" from behind "), koto-nD ~ koto-nta (" from home ")

### Dialectal alternatives

* Votic of Ingria
** Western
*** Hill dialect: Exessive is a productive case mainly in the following dialects:
**** Pummala dialect
**** Lempola dialect

### Other Finnic dialects

* Finnish dialects : taka-nta (" from behind ")
* Karelian dialects : tagoa-nda (" from behind ")
* Ingrian dialects : takkā-nD (" from behind ")
* Standard Estonian : taga-nt (" from behind ")
* Livonian dialects : tagà-nD (" from behind ")
# Social entrepreneurship/Evaluation Framework/Dialogue Mapping

A course on dialogue mapping ...

## Resources

* Conklin, J. 2006. Dialogue Mapping. John Wiley & Sons, West Sussex.
# Social entrepreneurship/Evaluation Framework/Analytic Hierarchy Process

The aim of this page is to describe the technique - useful as a learning activity, for application in student projects, and good experience for the workplace.
# Social entrepreneurship/Evaluation Framework/Multimethodology

The aim of this page is to describe the approach - useful as a learning activity, for application in student projects, and good experience for the workplace.
# Social entrepreneurship/Discuss SSE Navigation Template

Please comment on the navigation template.
It is based on one of the WikiEducator templates and is inspired by Leigh Blackall's proposed structure for wiki learning resources:
The idea is for each learning resource to have the following sections:
* Introduction (and intended learning outcomes)
* Activities
* Resources (for use during the activities)
* Community - an area for participants to link to their discussions, blogs, wiki pages, etc.
* Links - to courses using the module/unit, user pages of key contributors, learner outputs, etc.
Example:
* Welcome to Social Entrepreneurship!
* Explore the concept and learn how to become a Social Entrepreneur.
* Introduction
* Activities
* Resources
* Community
* Links
Pages which use the template include the following from the "Curriculum" page under "General":
* Introduction to Social Entrepreneurship
* Understanding Developing Communities
* Social Innovation
and
# Social entrepreneurship/Evaluation Framework/Triple Bottom Line Reporting

Aim: develop a course on this topic and educate learners about the Triple Bottom Line.

## See Also

* Sustainability
# Social entrepreneurship/Evaluation Framework/Soft systems methodology

The aim of this page is to describe the approach - useful as a learning activity, for application in student projects, and good experience for the workplace.
# Social entrepreneurship/Box Themes combos

Sample tests:

## Standard SSE Template

See any of the pages under General on the Curriculum page - they all use the standard "SSE" theme combo.
Editing the following templates will potentially affect a lot of pages:
* Template:Box themes combo - the themes (sandy, gaia, ...) associated with the various box types (nav, intro, preparation, tips, ...) in a particular page's theme combo (mix, sse, ...).
* Template:Box Theme Attribute - specifies the attributes (border colour, foreground text colour, title text colour, title background colour, etc.) associated with each theme (blues, gaia, sandy, ...).
* Template:Theme box image - specifies combinations of images associated with page theme combos (e.g. mix, sse, etc.).
* Template:Module Page Image - images associated with (typically) a box type (e.g. navigator, orientation, tips, ...).
See also: Guidelines for Editors.

## "Mix" to demo mixed themes

Social entrepreneurship/Box Themes combos Nav
* Completion status: this resource is a stub, so not much has been done yet.
* Educational level: this is a non-formal education resource.
* Educational level: this is a tertiary (university) resource.
* Orientation
* Where are we going with this?
* Social entrepreneurship/Box Themes combos/Orientation
* more
* Before you start
* Recommended preparation
* Social entrepreneurship/Box Themes combos/Preparation
* more
* Hints
* Reminders
* Social entrepreneurship/Box Themes combos/Tips
* more
* Growth Opportunities
* Include ...
* Social entrepreneurship/Box Themes combos/Objectives
* more
* Guidance
* Getting there
* Social entrepreneurship/Box Themes combos/Guidance
* more
* Next
* Next step
* Social entrepreneurship/Box Themes combos/Go
* more
# Social entrepreneurship/Developing a Social Entrepreneurial Idea

* Developing a Social Entrepreneurial Idea
* from concept to social impact
* Home
* Activities
* Resources
* Community
* Links
Ideas come from many angles ... community-needs-driven, technology-inspired, business opportunities, ....

## Anticipated Learning Outcomes

* Discover options for finding or generating social entrepreneurial ideas.
** Generating questions
* Learn about techniques for idea elicitation and development.
* An idea for your project.

## Learn More

* Learning Activities
# Social entrepreneurship

Social entrepreneurship is an emerging field of inquiry and therefore there is no one preferred definition. Definitions of this type of entrepreneurship generally include that it is a type of business where not only is profit valued, but also creating a positive social impact.

## Characteristics of social entrepreneurship

* Social entrepreneurship is innovative, social value-creating activity
* Unique solution to a social problem
* Huge social impact crossing regions and national borders
* Replicable and sustainable
* It occurs within or across the non-profit, business and public sectors
* Dynamic process created and managed by an individual
* Strives to exploit social innovation with an entrepreneurial mindset
* Create new social value in the market and community.
* Helps in fostering sustainable Development Goals(SDG)

## Ideas to learn about

Here are some local learning ideas on this wiki related to entrepreneurship and social entrepreneurship.
* Portal:Social entrepreneurship
* What is Social Entrepreneurship?
* Social Entrepreneur
* Online social entrepreneurship
* Careers and Employment
* Business ethics
* Edupreneurs
* Entrepreneurship
* Business/Earning money
* Business
* Benefit corporations

## Suggested generic definitions

Social entrepreneurship is ...

## Discussion questions and essay ideas

* What are some potential businesses that attempt to achieve a triple bottom line?
* How can decentralized finance help to facilitate social entrepreneurship?
* How can social entrepreneurship help to alleviate poverty?
* What business ethics lessons can social entrepreneurship help us to understand or analyze?

## Learning readings and media
### Wikipedia

* Social entrepreneurship
* The Power of Unreasonable People
* B Corporation (certification)
* Benefit corporation
* Social accountability (Template)
* Social purpose corporation
* Flexible purpose corporation
* Sustainable business
* Business ethics
* List of social entrepreneurs
* Social venture capital
* Social innovation
* Corporate social entrepreneurship
* Schwab Foundation for Social Entrepreneurship
# Vector space/Basis/Exchange theorem/Fact/Proof

We do induction over $k$, the number of the vectors in the family. For $k=0$, there is nothing to show. Suppose now that the statement is already proven for $k$, and let $k+1$ linearly independent vectors
    $u_{1},\ldots ,u_{k},u_{k+1}$
be given. By the induction hypothesis, applied to the vectors (which are also linearly independent)
    $u_{1},\ldots ,u_{k},$
there exists a subset $J=\{i_{1},i_{2},\ldots ,i_{k}\}\subseteq \{1,\ldots ,n\}$ such that the family
    $u_{1},\ldots ,u_{k},b_{i},i\in I\setminus J,$
is a basis of $V$. We want to apply the basis exchange lemma to this basis. As it is a basis, we can write
    $u_{k+1}=\sum _{j=1}^{k}c_{j}u_{j}+\sum _{i\in I\setminus J}d_{i}b_{i}\,.$
Suppose that all coefficients $d_{i}=0$. Then we get a contradiction to the linear independence of $u_{j}$, $j=1,\ldots ,k+1$. Hence, there exists some $i\in I\setminus J$ with $d_{i}\neq 0$. We put $i_{k+1}:=i$. Then $J'=\{i_{1},i_{2},\ldots ,i_{k},i_{k+1}\}$ is a subset of $\{1,\ldots ,n\}$ with $k+1$ elements. By the basis exchange lemma, we can replace the basis vector $b_{i_{k+1}}$ by $u_{k+1}$, and we obtain the new basis
    $u_{1},\ldots ,u_{k},u_{k+1},b_{i},i\in I\setminus J'.$
$k$
$n$
# Vector field/Solutions/Sketch/1 over y and +-ty^3/Exercise

Sketch the underlying vector fields of the differential equations
    $y'={\frac {1}{y}},\,y'=ty^{3}{\text{ and }}y'=-ty^{3}$
as well as the solution curves given in [[|the examples]].
# Vector space/Basis/Definition

Let $K$ be a field, and let $V$ be a $K$-vector space. Then a linearly independent generating system $v_{i}\in V$, $i\in I$, of $V$ is called a basis of $V$.
# Wiki science/How to Maintain a Wiki

People are the most important thing. So maintain a vibrant user base.
Some wikis have one or more pages specifically dedicated to listing actions to take (rather than just discussing some topic). Some things only the wiki maintainer can do:
* http://c2.com/cgi/wiki?WikiWikiBugs
* http://wiki.taoriver.net/moin.cgi/WorkOrders
While other things could be done by anyone:
Sometimes the list isn't maintained on the page itself, but on the BackLinks to that page (using the category system)
In particular, FAQs work well on Wiki because there is collaboration between people who add questions to the FAQ and people who add answers to the FAQ.
# Wiki science/Children and the Wikimedia Projects
## Introduction

This page of Wiki Science will talk about young editors. Here, we're going to talk about who young editors are, and how to deal with them. By the end, you're suppose to know how to deal with young editors, and their intention for editing.

## Children

We don't really know, but a good hypothesis that "children" could be Wikipedia vandals, those random vandals that come in and change everything to nonsense. Then there are some (minority) of children/youngsters that are actual editors, take me, User:Ilyanep at Wikipedia, 11 when he became an administrator for Wikipedia, and many others.
Now... Children are also pretty important. As children are in their times where they are in school where they are tough different subjects, more igneus rocks to World War I, Battle of Somme. They could add what they learned to articles or create an article on the topic they are learning, so that means several... SEVERAL articles/improvements to articles.

### How to handle

Calling them "immature" is the least helpful thing you could do. It can discourage Children Editors who would like to improve/help, and just make them leave/quit. Who knew that he/she could've actually been a very productive editor in the future? Patience is the key, mentoring helps as well. Everyone learns, and maturity for young editors come naturally, not "forced" or "pop up". If they make a mistake, explain it to them in detail, and if they decide to keep making the mistake, then a block is necessary.
Remember, patience is the key to helping young editors, as they don't know much.

### Wikiversity's role in Children

Noting, this is a place where you can put classes/assignments on (several classes take place on Wikiversity), Wikiversity is an amazing place for a young editor. Students take classes online here at Wikiversity, but I don't necessarily HAVE seen any students under 13... I don't think there will be a class like that in the near time future.
But I have seen several students who are at college level, so it seems like college classes are the majority of classes that participate on Wikiversity.
# Wiki science/Interwiki identity standard

See en:Wikinfo:interwiki identity standard for a proposal for GetWiki recognition of one ID, preferably jabber.org ID, for all of GetWiki space.
If GetWiki also monitors the whole GFDL text corpus at the standard wiki URIs, and the wikitext standard supports the RecentChanges and DeletedPages log's conventions, it would be easy to have some common address other than simple IP numbers across many large public wikis.
This would simplify identity disputes for those who used such a voluntary common ID. For clashing allegations of identity, only a faction system can possibly work. See en:Wikinfo:faction for a proposal for this that would suit pan-GFDL editing.
Anything that would help carry a person's identity across multiple wiki would be useful beyond much more than just wiki. It would be useful in community bulletin boards, in instant messaging, in online games, in IRC, in pretty much any domain online. Thus, I think we should look at pan-communications technology systems, rather than just confining ourselves to wiki. -- LionKimbro
# Wiki science/References

Some pages with useful information about wikis:
* Wikibooks: Starting and Running a Wiki Website
* Wikipedia sociology at the Meta Wikipedia
* Help Users Understand Wiki
* CommunityWiki members work aggressively towards understanding, developing, and promoting wiki.
* Wiki Research Bibliography a Bibliography of scientific publications and sources about wikis in general and Wikipedia in particular.
* We-Think wikia: discusses the rise of mass, collaborative creativity, including but not limited to Wikipedia and other wiki.
* open politics: wiki best practices
* "How Wikipedia Works: And how you can be a part of it" book by Phoebe Ayers, Charles Matthews, and Ben Yates
* the Meatball project discusses wiki and other online communities.
* WikiPapers, a wiki research literature compilation (conference papers, journal articles, theses, datasets and tools)
# Wiki science/History

The WikiScience resource was created on the 22nd January 2004 by Chris Anderson because he believes that wikis represent a major advancement in the advancement of human communication. For more information, read the introduction.