QUES: More detail was given in Darwin's 1868 book on The Variation of Animals and Plants under Domestication, which tried to explain heredity through his hypothesis of pangenesis. Although Darwin had privately questioned blending inheritance, he struggled with the theoretical difficulty that novel individual variations would tend to blend into a population. However, inherited variation could be seen, and Darwin's concept of selection working on a population with a range of small variations was workable. It was not until the modern evolutionary synthesis in the 1930s and 1940s that a model of heredity became completely integrated with a model of variation. This modern evolutionary synthesis had been dubbed Neo Darwinian Evolution because it encompasses Charles Darwin's theories of evolution with Gregor Mendel's theories of genetic inheritance.
When did a model of heredity begin to be integrated with that of variation?

ANS: in the 1930s and 1940s

QUES: The Latin alphabet of the time still lacked the letters j and w, and there was no v as distinct from u; moreover native Old English spellings did not use k, q or z. The remaining 20 Latin letters were supplemented by four more: (sc, modern ash) and (t, now called eth or edh), which were modified Latin letters, and thorn and wynn , which are borrowings from the futhorc. A few letter pairs were used as digraphs, representing a single sound. Also used was the Tironian note (a character similar to the digit 7) for the conjunction and, and a thorn with a crossbar through the ascender for the pronoun t. Macrons over vowels were originally used not to mark long vowels (as in modern editions), but to indicate stress, or as abbreviations for a following m or n.
Along with k and z, what Latin letter was not used in Old English?

ANS: q

QUES: In Book 11 of his Confessions, St. Augustine of Hippo ruminates on the nature of time, asking, "What then is time? If no one asks me, I know: if I wish to explain it to one that asketh, I know not." He begins to define time by what it is not rather than what it is, an approach similar to that taken in other negative definitions. However, Augustine ends up calling time a "distention" of the mind (Confessions 11.26) by which we simultaneously grasp the past in memory, the present by attention, and the future by expectation.
By what does St. Augustine of Hippo begin to define time?

ANS: by what it is not rather than what it is

QUES: Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.
What type of epistemology served as the foundation of knowledge constructions and training students in universities?

ANS:
unanswerable