text:
User:JBers/enes100/My Work3/Turn2FansOnAndOff

//Code for the QRE1113 Digital board //Outputs via the serial terminal - Lower numbers mean more reflected //3000 or more means nothing was reflected.

int QRE1113_Pin = 2; //connected to digital 2

void setup{ Serial.begin(9600); //establish motor direction toggle pins pinMode(12, OUTPUT); //drive motor -- HIGH = forwards and LOW = backwards pinMode(11, OUTPUT); //Sets initial direction of drive motor digitalWrite(12, HIGH); digitalWrite(11, HIGH); }

void loop{

int QRE_Value = readQD; Serial.println(QRE_Value);

}

int readQD{ //Returns value from the QRE1113 //Lower numbers mean more refleacive //More than 3000 means nothing was reflected. pinMode( QRE1113_Pin, OUTPUT ); digitalWrite( QRE1113_Pin, HIGH ); delayMicroseconds(10); pinMode( QRE1113_Pin, INPUT );

long time = micros;

//time how long the input is HIGH, but quit after 3ms as nothing happens after that while (digitalRead(QRE1113_Pin) == HIGH && micros - time < 3000); int diff = micros - time;

if (diff < 300){ //set drive motor backwards direction digitalWrite(12, HIGH); digitalWrite(11, HIGH); } else{

//set drive motor forward direction digitalWrite(12, LOW); digitalWrite(11, LOW);

}

return diff; }


text:
Gene transcriptions/General factors/II Ds

The general transcription factor II D (TFIID) is one of several general transcription factors that make up the RNA polymerase II preinitiation complex. Before the start of transcription, the transcription factor II D (TFIID) complex, binds to the core promoter of the gene.

TFIID is the first protein to bind to DNA during the formation of the pre-initiation transcription complex of RNA polymerase II (RNA Pol II). Binding of TFIID to the TATA box in the promoter region of the gene initiates the recruitment of other factors required for RNA Pol II to begin transcription. Some of the other recruited transcription factors include TFIIA, TFIIB, and TFIIF. Each of these transcription factors is formed from the interaction of many protein subunits, indicating that transcription is a heavily regulated process.

"Several of the TFIID subunits have been implicated in core promoter selectivity (Verrijzer and Tijan, 1996; Hampsey and Reinberg, 1997; Smale, 1997; Hahn, 1998)."

Genetics
Genetics involves the expression, transmission, and variation of inherited characteristics.

Gene transcriptions
DNA is a double helix of interlinked nucleotides surrounded by an epigenome. On the basis of biochemical signals, an enzyme, specifically a ribonucleic acid (RNA) polymerase, is chemically bonded to one of the strands (the template strand, usually) of this double helix. The polymerase, once phosphorylated, begins to catalyze the formation of RNA using the template strand. Although the catalysis may have more than one beginning nucleotide (a start site) and more than one ending nucleotide (a stop site) along the DNA, each nucleotide sequence catalyzed that ultimately produces approximately the same RNA is part of a gene. The catalysis of each RNA representation from the template DNA is a transcription, specifically a gene transcription. The overall process is also referred to as gene transcription.

General transcription factors
General transcription factors (GTFs), also known as basal transcriptional factors, are a class of protein transcription factors that bind to specific sites on DNA to activate transcription. GTFs, RNA polymerase, and the mediator multiple protein complex constitute the basic transcriptional apparatus.

Phosphates
"The amount of phosphate needed or available for a purpose, including estimates of phosphate in and phosphate out, and the phosphate form, determine the phosphate budget for a cell or an entire organism." Bold added. For a "standard man" of 70 kg the available phosphate is ~1.52 x 1025 molecules of phosphate in some form. The available phosphate of an adult human female may differ from the "standard man".

Core promoters
The core promoter is the minimal portion of the promoter required to properly initiate gene transcription.

It contains a binding site for RNA polymerase (RNA polymerase I, RNA polymerase II, or RNA polymerase III) holoenzymes.

A vast network of regulatory factors that contribute to the initiation of transcription by RNA polymerase ultimately target any specific gene’s core promoter.

The core promoter includes the transcription start site(s) (TSS).

That portion of the core promoter that is upstream of the TSS is also part of the proximal promoter.

The core promoter is approximately -34 bp upstream from the TSS.

"Several factors have been identified that bind to core promoters (reviewed in Smale, 1997)".

TFIID binds to the core promoter to position the polymerase properly.

TATA boxes
"The TATA box (also named the Goldberg-Hogness box after its discoverers) [is] the first core promoter element identified in eukaryotic protein-coding genes." Bold added. It "is a cis-regulatory element" found in the promoter region of genes in archaea and eukaryotes. "About 24% of human genes have a TATA-like element and their promoters are generally AT-rich".

TATA binding proteins
The TATA-binding protein (TBP) is a general transcription factor that binds specifically to a DNA sequence called the TATA box. This DNA sequence is found about 25 base pairs upstream of the transcription start site in some eukaryotic gene promoters.

TBP is involved in DNA melting (double strand separation) by bending the DNA by 80° (the AT-rich sequence to which it binds facilitates easy melting). The TBP is an unusual protein in that it binds the minor groove using a β sheet.

TBP is also a necessary component of RNA polymerase I and RNA polymerase III, and is, it is thought, the only common subunit required by all three of the RNA polymerases.

TATA binding protein associated factors
When there is no TATA box nucleotide sequence in the gene promoter region of the DNA next to a gene, a TATA binding protein associated factor (TAF) will bind sequence specifically and force the TATA box binding protein to bind non-sequence specifically to the DNA in the promoter region.

"[T]he TAFs contribute to basal activities on non-TATA core elements in the context of TATA-less as well as TATA-containing promoters (Kaufmann and Smale, 1994; Martinez et al., 1994; Verrijzer et al., 1994, 1995; Burke and Kadonaga, 1996, 1997)."

"TAF-independent TATA-less transcription has also been described (Aso et al., 1994; Weis and Reinberg, 1997)."

The TAFs or alternates that compose the general transcription factor II D are TAF1 - TAF4, TAF4B, TAF5 - TAF9, TAF9B, TAF10 - TAF13, and TAF 15.

Complex assembly
TFIID serves as the scaffold for assembly of the remainder of the transcription complex.

Transcription initiations
TFIID coordinates the activities of more than 70 polypeptides required for initiation of transcription by RNA polymerase II.

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


text:
User:Weathervane13

Hey now Wikiversity!! Greetings folks. Will be doing some editing and clipping in the ivory towers. First time here. Did some edits in the school of social work and will add info to some topics listed therein that are currently empty (I noticed). Will be back. Weathervane13 (talk) 03:50, 27 April 2012 (UTC)

title: User:Weathervane13


text:
User talk:Weathervane13

 Hello Weathervane13, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 03:55, 27 April 2012 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

title: User talk:Weathervane13


text:
Dominant group/Law

Law is a system of rules and guidelines which are enforced through social institutions to govern behavior, wherever possible. It shapes politics, economics and society in numerous ways and serves as a social mediator of relations between people.

Dominant group

 * Accident hypothesis: dominant group is an accident of whatever processes are operating.

 * Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.

 * Association hypothesis: dominant group is associated in some way with the original research.

 * Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.

 * Control group hypothesis: there is a control group that can be used to study dominant group.

 * Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.

 * Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.

 * Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.

 * Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.

 * Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.

 * Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.

 * Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.

 * Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.

 * Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.

 * Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.

 * Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.

 * Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.

 * Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.

 * Purpose hypothesis: dominant group is written into articles by authors for a purpose.

 * Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.

 * Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.

 * Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

Laws
"The dominant group whose values are expressed in the law is only one of many groups which are integrated in the moral and political fabric of the community."

"Implicit in such references is a silent "we" which carries the appearance of objectivity but actually presumes a dominant group perspective."

Differences
"If a white woman also is a welfare mother, can we consider her legitimately placed with the dominant group in society merely because she shares their skin color?"

Law professors
"Unfortunately, performance is often hampered by negative feelings, which would be true for any group that had been saddled with centuries of oppression by the dominant group."

"Because the token is highly visible, she bears more performance pressure than members of the dominant group.8 The dynamics created by a skewed group context are exacerbated in the case of the African American female law professor."

Legal pluralism
"[I]nterest group pluralism replaced legal pluralism as the dominant group theory."

Dominances
"As the dominant group, it is in men's best interest to continue to assign the role of sole caretaker to women because this role limits women's ability to be the primary breadwinner, and thereby forces them to remain less powerful than men."

Rights
"It is the feeling on the part of the dominant group of being entitled to either exclusive or prior rights in many important areas of life."

Hypotheses

 * 1) A dominant group makes the laws to maintain their dominance.

title: Dominant group/Law


text:
User talk:Thehorrorhound

 Hello Thehorrorhound, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 07:11, 27 April 2012 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Thehorrorhound


title: File:Angles.20120427.pdf


text:
User:Inh117/enes100/Fan Wing Work 2

''This is designed for a person working on a project for 4 weeks as part of a 3 credit class. Please copy this form to your user page. Then delete everything in italics when filling out this form.''

Write problem/project Goal
Construct a model of the Fan Wing concept to produce high amounts of lift and thrust with minimal takeoff distance.

My First Task
Materials have been gathered for the construction of the roller cages. I would like to begin testing the prototype roller cages in operational conditions to assess the limitations of this component. This testing will give me a better idea of what kind of motor needs to be used to power the roller cages.

Summary of actual work over first weekend
After the roller cage was built in the first project phase, I needed to begin testing the cage to assess its limitations. I built a mounting device for the roller cage after adding a central drive shaft. On this mount, I also included a large amount of room to test different motors.

Week1 Narrative
The roller cage by itself, while easy to construct, appeared to be weak in structure, especially the method in which the vanes (recycled plastic window blinds) were attached to the supports (8 in total on the circumference of each CD), which was simply hot glue. I found that operational testing, possibly destructive testing was necessary in order to continue with the project. Moving forward through the construction phase would be pointless, and time wasting if I wasn't sure that the roller cage I had constructed would not hold together when brought up to speed. Looking at videos demonstrating the Fan Win concept, the roller cage spins so fast, it is possible to see through it.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Inh117/enes100/Fan Wing Work 2


text:
CIVICS/Socio-economic Tools for Integrated Conservation Planning in the Multi-Ethnic South Caucasus

Socio-economic Tools for Integrated Conservation Planning in the Multi-Ethnic South Caucasus is the first project of CIVICS. After handing in an application to BMBF in early fall 2010, the research contract for the project could finally be signed in December 2011.

Project Partners
The initiators of the project are Jan Barkmann (jbarkma(at)gwdg.de) and Johanna Schott from the Environmental and Resource Economics Group from Georg-August-Universität Göttingen, Germany.

The Caucasian main partners are

 * Grigol (Gia) Abramia, International Center for Environmental Research (ICFER), Tbilisi (Georgia)
 * Vakhtang Shelia, David-Aghmashenebeli Universitity (SDASU) and Georgian-American University (GAU), Tbilisi (Georgia)
 * Vardan Urutuan, International Center for Agribusines Research and Education (ICARE), Erevan (Armenia)
 * Vugar Babayev, Ganja Agribusiness Association (GABA), Ganja City (Azerbaijan)
 * Emilia Nercissans, [www.ut.ac.ir/en Teheran University], Faculty of Social Sciences, Teheran (Iran)
 * Nune Harutyunyan, The Regional Environmental Center for the Caucasus (REC-Caucasus), Tbilisi (Georgia)

Project Scientists
There are a number South Caucasus project scientists adding to the data and analyis of the project.

 * Assoc. Prof. Dr. Nikoloz Mikava (Georgian Technical University (GTU) Georgia, Tbilisi; translations, "backoffice", qualitative resaearch)
 * Dr. Gizo Gogichaishvili (State Hydrometeorological Department of Georgia, Ministry of Nature Protection and Natural Resources Georgia; Lagodekhi case study)
 * Assoc. Prof. Dr. Maia Geliashvili (Georgia, Samtskhe-Javakheti State Teaching University)
 * Mr. Davit Shelia (Georgia, Lagodekhi case study)

 * Dr. Susanna Hakobyan (Head of Department of Hydrobiology, Institute of Hydroecology and Ichthyology, Scientific Center for Zoology and Hydrobiology, National Academy of Sciences, Yerevan, 0014 Armenia; Lake Arpi case study)

 * Mr. Nizami Ibrahimli (GABA, Ganca, Azerbeijan, Zaqatala case study)
 * Mr. Jafar (Azerbeijan, Zaqatala case study)

In summer 2012 we handed over administrative project coordination for the German side from Dr. Johanna Schott to Talin Kalatas. Talin has chosen persue her PhD work within the frame of the project. In addition to project coordination, she is most directly involved in the design of the Choice Experiments carried out in the four case study areas. Having carried out her M.S. study already in Armenia, she is specifically involved in the empirical work in the Lake Arpi region.

Spring School and Kick-Off Workshop
For details, see section on Capacity Building below.
 * Spring School Videos- ICFER

From Monday, 12th to 14th of March 2012, the project invited for a kick-off workshop in Tbilisi. While the first two days were reserved for a general socialisation of the project among conservation, devleopment and agricultural actors, the third day was devoted to internal meetings on details of project collaboration.

Field Trip to Javakheti (March 2012)
For the field trip, see
 * ../Field Trip to Javakheti, 2012-03/; impressions provided by Jan Barkmann
 * Field Trip to Javakheti (March 2012); impressions and facts provided by www.icfer.org (Gia Abramia)
 * TV report in Akhalzikhe: When visiting one of the NGOs in Akhalzikhe, we were interviewed by a reporter of a local TV station. A video clip of the TV piece is available.

Field Trip to Lake Arpi (March 2012)
For the field trip, see
 * ../Field Trip to Lake Arpi, 2012/; impressions provided by Talin Kalatas

Final Project and Expert's Workshop (October 2013)
For Oct. 1st, 2013, we invited key civil society and government actors in conservation planning in the South Caucasus to our final project workshop. The workshop was held at the Marriott Hotel in downtown Tbilisi. Several existing contacts could be strengthened and new contacts established. The expert's workshop is visible here. The main purpose of the workshop was
 * 1) presentation of main results from the qualitative and quantitative research in the case study areas including policy and research recommendations, and
 * 2) a thorough and critical discussion of results and recommendations.

The presentations of the workshop are accessible here.

Capacity Building
../Capacity building/ is an important task of CIVICS. It works both ways.

Case Study Areas
After the spring school, joint cooperative research started with a field trip to the mountainous border of Georgia and Armenia in the Javakheti National Park area (../Javakheti Case Study/). On the opposite side of the border, the Lake Arpi National Park is located in Armenia (../Lake Arpi Case Study/). Lake Arpi and Samtskhe-Javakheti are the youngest twinning pair national parks in the whole Caucasus region.

A second area for field research is located at the border between Georgia and Azerbeijan in the Zaqatala and Lagodekhi areas. The case study areas are located nearly next to each other in the Alazani river valley. They extend from the villages of the Greater Caucasus foothills up to the high alpine border to Dagestan across the border to Russia. The Lagodekhi national park is the oldest protected area of the whole Caucasus.

Research on socio-economic aspects of conservation planning will commence on both sides of the border in both field research areas.

We know that there are seasonal movements of cattle and/or sheep and their herders from farther away. Unfortunately, we do not have the resources in the current project step to analyse the importance of transhumnce properly.

Methodology
The projects uses four main social-science methods:
 * literature research
 * semi-structured in-depth interviews based on an interview guide
 * representative, quantitative cross-sectional household and natural resource use surveys
 * representative choice experiments on natural resource use options

Qualitative Studies and Pilot Studies
Our Caucasian project scientists administered qualitative interviews to farmers, NGO and administration officers in spring and early summer 2012. These interviews are important qualitative data in their own right. Additionally, the interviews serve as a source of pre-study data for the development and adoption of the quantitative research instruments. Specifically, they fed into (i) the instrument for the quantitative household and landuse survey, and (ii) into the Choice Experiment on local development and conservation options.

The pilot studies were completed in summer 2012 in all four case study regions. The focus was on testing the design of the Choice Experiment (CE; n=4x30). We had CE attributes on economic preferences for changes in
 * access to alpide summer pastures,
 * access to plants to be collected in or near protected areas
 * household availability in electricity, water and gas,
 * trainings on topics such as honey and cheese production.

As a result of an analysis of the pilot study data, the attribute on household availability in electricity, water and gas will be removed from the formal CE itself but included as a separate question in the survey instrument. All three other attributes appear roughly to "work" in line with expectations.

Quantitative Main Study
In mid October 2012, Talin Kalatas travelled to the project area and updated all local project scientists on the results of the pilot study including the changes to the survey instrument. By the end of November 2012, the survey was already finished in the Javakheti, Lagodekhi and Lake Arpi project regions, and underway in Zaqatala. Delayed by an earthquake and hindered by other unexpected issues, the quantitative research in the Zaqatala area was tentatively scheduled to be concluded in 2014. After internal discussions it was decided to exclude the region of Zaqatala from further research.

2012: (Very) first results at GfÖ Meeting, Sept. 2012 in Lüneburg (Germany)
A poster presentation on very first project results first authored by Jan Barkmann was accepted by the scientific committee of the GfÖ Meeting. The Abstract had been available from here on page 76. Now, please see ../First Results 2012/.

2013 results: Stakeholer preferences in NP buffer zone management
The first main results from the choie experiment were submitted for presentation at the 2013 Annual Meeting of Gesellschaft für Ökologie and the 2013 Annual Meeting of Tropentag.

For details see ../2013 First Main Results/ here.

2013: Main quantitative and choice experiment results
The main results of the quantitative research and the choice experiment were shown at the Experts' Workshop in Tbilisi 2013.

Background Material
The project deals with socio-economics aspects in a politically and geographically complex area. Thus, we provide commented access to background materials. Important topics are
 * ../Material on South Caucasus Minority Issues/
 * Economics and the Environment as roads to peace in the South Caucasus, IFP, Wittich & Maas (2009)
 * ../Material on South Caucasus Biodiversity/
 * Social and Economic Benefits of Enhanced Environmental Protection in the ENPI countries (2011)
 * Analysis for European Neighbourhood Policy (ENP) Countries and the Russian Federation on social and economic benefits of enhanced environmental protection
 * Armenia Country Report - Sofie Willems, ARCADIS Emma Anakhasyan, independent expert (2011)
 * Azerbaijan Country Report- James Spurgeon, Emily Cooper and Beaudry Kock (ERM Ltd), Rafig Verdiyev (2011)
 * Georgia Country Report- Wim Van Breusegem, Arcadis Grigol Abramia, ICFER (2011)

External Products

 * We may consider the submission of a paper to the annual Caucasus Journal of Social Sciences

Weblinks

 * Environmental and Resource Economics at Georg-August-Universität Göttingen
 * International Center for Environmental Research


text:
CIVICS/Material on South Caucasus Minority Issues

This page provides commented access to material on minority issues from regarding the three South Caucasus countries of Georgia, Armenia, and Azerbeijan.

General national minority politics

 * Niklas Nilsson, Johanna Popjanevski (2009) State Building Dilemmas: The Process of National Integration in Post-Revolutionary Georgia. Central Asia-Caucasus Institute & Silk Road Studies Program (CACI-SRSP)

 * The paper descreibes some of the attempts of the Georgian government in "state building" after the Rose Revolution - e.g. though the focus on the use of the Georgian language in public life. If not implemented carefully, the respective policies can have discriminatory effects on minorities with low command of the Georgian language. As examples, the Armenians in Javakheti and the Azeris in Kvemo Karteli are discussed.

Armenian Georgians

 * International Crisis Group (2011) Georgia: The Javakheti Region’s Integration Challenges. Policy Briefing, Europe Briefing N°63, Tbilisi/Yerevan/Brussels, 23 May 2011. online available

 * It contains a map of the ethnic composition of the villages in the Javakheti project region (from ECMI).

 * WikiLeaks cables of the US Ambassy in Javakheti online available

 * Much background also on the Baku-Tblisi-Javakheti-Kars Railroad, and on Armenian views on the issue. The US Millennium Challenge Corporation has had projects on agriculture in Javakheti.


text:
User talk:F of x

Welcome
 Hello F of x, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Cirt (talk) 18:55, 27 April 2012 (UTC)

-- Cirt (talk) 18:55, 27 April 2012 (UTC)

title: User talk:F of x


text: User:Apprendimento

title: User:Apprendimento


text:
User talk:Apprendimento

Apprendimento

title: User talk:Apprendimento


text:
Dominant group/Philosophy

"Philosophy is the study of general and fundamental problems, such as those connected with existence, knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument. "

"Philosophy is a study of problems which are ultimate, abstract and very general. These problems are concerned with the nature of existence, knowledge, morality, reason and human purpose."

"The aim of philosophical inquiry is to gain insight into questions about knowledge, truth, reason, reality, meaning, mind, and value."

Dominant group is a two-word term that may occur in philosophy in two fundamental ways: a philosophically dominant group or a dominant group in some way associated with philosophy.

Dominant group
Examples from primary sources are to be used to prove or disprove each hypothesis. These can be collected per subject or in general.

 * Accident hypothesis: dominant group is an accident of whatever processes are operating.

 * Artifact hypothesis: dominant group may be an artifact of human endeavor or may have preceded humanity.

 * Association hypothesis: dominant group is associated in some way with the original research.

 * Bad group hypothesis: dominant group is the group that engages in discrimination, abuse, punishment, and additional criminal activity against other groups. It often has an unfair advantage and uses it to express monopolistic practices.

 * Control group hypothesis: there is a control group that can be used to study dominant group.

 * Entity hypothesis: dominant group is an entity within each field where a primary author of original research uses the term.

 * Evolution hypothesis: dominant group is a product of evolutionary processes, such groups are the evolutionary process, produce evolutionary processes, or are independent of evolutionary processes.

 * Identifier hypothesis: dominant group is an identifier used by primary source authors of original research to identify an observation in the process of analysis.

 * Importance hypothesis: dominant group signifies original research results that usually need to be explained by theory and interpretation of experiments.

 * Indicator hypothesis: dominant group may be an indicator of something as yet not understood by the primary author of original research.

 * Influence hypothesis: dominant group is included in a primary source article containing original research to indicate influence or an influential phenomenon.

 * Interest hypothesis: dominant group is a theoretical entity used by scholarly authors of primary sources for phenomena of interest.

 * Metadefinition hypothesis: all uses of dominant group by all primary source authors of original research are included in the metadefinition for dominant group.

 * Null hypothesis: there is no significant or special meaning of dominant group in any sentence or figure caption in any refereed journal article.

 * Object hypothesis: dominant group is an object within each field where a primary author of original research uses the term.

 * Obvious hypothesis: the only meaning of dominant group is the one found in Mosby's Medical Dictionary.

 * Original research hypothesis: dominant group is included in a primary source article by the author to indicate that the article contains original research.

 * Primordial hypothesis: dominant group is a primordial concept inherent to humans such that every language or other form of communication no matter how old or whether extinct, on the verge of extinction, or not, has at least a synonym for dominant group.

 * Purpose hypothesis: dominant group is written into articles by authors for a purpose.

 * Regional hypothesis: dominant group, when it occurs, is only a manifestation of the limitations within a region. Variation of those limitations may result in the loss of a dominant group with the eventual appearance of a new one or none at all.

 * Source hypothesis: dominant group is a source within each field where a primary author of original research uses the term.

 * Term hypothesis: dominant group is a significant term that may require a 'rigorous definition' or application and verification of an empirical definition.

Philosophy
"Philosophy is rationally critical thinking, of a more or less systematic kind about the general nature of the world (metaphysics or theory of existence), the justification of belief (epistemology or theory of knowledge), and the conduct of life (ethics or theory of value). Each of the three elements in this list has a non-philosophical counterpart, from which it is distinguished by its explicitly rational and critical way of proceeding and by its systematic nature. Everyone has some general conception of the nature of the world in which they live and of their place in it. Metaphysics replaces the unargued assumptions embodied in such a conception with a rational and organized body of beliefs about the world as a whole. Everyone has occasion to doubt and question beliefs, their own or those of others, with more or less success and without any theory of what they are doing. Epistemology seeks by argument to make explicit the rules of correct belief formation. Everyone governs their conduct by directing it to desired or valued ends. Ethics, or moral philosophy, in its most inclusive sense, seeks to articulate, in rationally systematic form, the rules or principles involved."

Def.

 * 1) "[t]he love of wisdom",
 * 2) "[a]n academic discipline that seeks truth through reasoning rather than empiricism",
 * 3) "[a] comprehensive system of belief", or
 * 4) "[a] view or outlook regarding fundamental principles underlying some domain"

is called a philosophy.

Home field
“How important is the proposed activity to advancing knowledge and understanding within its own field or across different fields?”

The identification of dominant group's own field has not occurred or been systematically verified.

Considering the wide variety of fields within which dominant group occurs, philosophy should be added to the list of possible home fields.

If philosophy is not the home field for dominant group, this must be shown.

Educations
“The dominant group in educational philosophy, if one is to judge by the lists of set texts and required readings at English-speaking universities, is the School of Philosophical Analysis represented by Richard S. Peters, Paul H. Hirst, and Michael Oakeshott, with their American contemporaries Israel Scheffler, William R. Perry, and others who are cited in Chapter 7. Deconstruction, Critical Theory and Post-Modernism figure in Chapters 10 and 12, with candinavian thinkers from Kierkegaard to Bohr in Chapter 11.”

"But, in Western societies, when litigation does take place, the plaintiff is unable to be heard because the regulation of the conflict takes place in the idiom of one party-the economically dominant group."

Evolution
Recent work by historians of systematics Mary P. Winsor, Ron Amundson and Staffan Müller-Wille [argues that] the usual suspects (such as Linnaeus and the Ideal Morphologists) were very far from being essentialists, and it appears that the so-called "essentialism story" (or "myth") in biology is a result of conflating the views expressed by philosophers from Aristotle onwards through to John Stuart Mill and William Whewell in the immediately pre-Darwinian period, using biological examples, with the use of terms in biology like species.

"Then it becomes advantageous for some of the forms to avoid competition1 with the dominant group by migrating to a different region, or to a different kind of soil, to modify their floral characters so as to attract a different set of visitors, or to separate their times of blooming so that they may not have to compete with a great many similar flowers for the attention of the same kinds of insects."

"1 In the interaction of organisms in the struggle for existence it strikes me that a law of avoidance of competition is more obvious than that of the survival of the fittest."

Humanities
The Division of Research Programs for the National Endowment for the Humanities encourages research and writing in all areas of the humanities, including the study of history, literature, philosophy, religion, and foreign cultures. Through grants to individual scholars and institutions, the division fosters work that enables Americans to understand the world.

"Consequently, an ordered list environment is imperative, because without it, members of the dominant group will begin to characterize the list as frivolous. These are the very people, however, whose presence in the discussion group draws new members."

"To state the problem in another way: who in the eyes of French intellectuals of the period constituted the establishment, the elite, or the dominant group among their number".

"McLaren argued that study of the humanities harms the lower classes by negating the value of their experiences with works that affirm the viewpoints of the dominant group."

"People with antiself disorders are particularly susceptible to manipulation by the dominant group to aid in the suppression and control of progress in the African-American community."

Regions
The first question to answer is "What is dominant group's own field?"

It is a scientific or technical term, specifically a two-word scientific or technical term. Its overall field is linguistics, or technical language, terminology. It is and refers to an entity. An overall field allowing application to other fields is regions or the science of regions, usually spatial, but not necessarily always spatial. Spatial science or the science of space may be the appropriate field for dominant group.

"The dominant group in east Tennessee from 1830 to 1860, for example, was Whig; yet east Tennessee's small-farming, non-slaveholding Whigs had little in common with the great Whig planters of the Black Belts."

"On the socio-cultural plane, the dominant group of each region was accused of imputing an inferior status to the others."

Perspectives
"We care more about esteem from members of an in-group, and from members of a dominant group."

Hypotheses

 * 1) Dominant group may qualify as a philosophical concept.

title: Dominant group/Philosophy


text:
Mini activity answers

You have just completed a mini practice activity to write an effective goal. Here are some exemplary answers for the activity you have just finished. Please compare these answers with your own answers and see whether your own answers have all the necessary elements of SMART framework. [Revise] Write an essay about the economic advantages of the World War II
 * Write (Specific) a 3 to 5 page (Measurable) essay spending at least 30 minutes a day (Attainable, Measurable) about the economic advantages of the World War II on the U.S. (Relevant) using a MS Word (Specific) by May 4th (Time-bound)

[Revise] Conduct research on economic advantages of WWII both offline and online
 * Conduct (Specific) 10 hours of research (Measurable, Attainable) on economic advantages of WWII (Relevant) both offline at the Wells Library for 5 hours and online using Google search engine (Specific, Measurable) by May 2nd (Time-bound)

[Revise] Create an outline for the essay on MS Word Comparing your own answers with the examples above, see whether your goals have all 5 SMART elements.
 * Create (Specific) a 2 page (Measurable) outline for the essay (Relevant) with 1 page per day (Attainable, Measurable) using Inspiration (Specific, Attainable) by May 3rd (Time-bound)

Go back to the Goal Setting Process Page

title: Mini activity answers


text:
File talk:Video play button.png

h.c verma Physics book solution

title: File talk:Video play button.png


text:
TESOL/Dictation exercises

A dictation exercise is a type of exercise used in foreign language teaching including TESOL where students receive spoken input and must hold it in short-term memory and then reproduce it in writing.

Purpose
Dictation exercises can be used effectively as a consciousness-building activity in the ESL classroom. They help learners focus on certain areas of English and provide feedback on accuracy. For example, students can listen for the words other than nouns, verbs, adjectives, and adverbs in the teacher's recitation of a passage to build consciousness of those words.

Example
The teacher reads this.

In my house, Christmas is a happy time. Everyone sits around the Christmas tree and we exchange presents. My favorite part of Christmas is decorating the Christmas tree. I love the Christmas lights.

The students are given a worksheet like this beforehand:

__ __ house, Christmas __ _ happy time. Everyone sits ____ __ Christmas tree ___ __ exchange presents. __ favorite part __ Christmas is decorating __ Christmas tree. __ love __ Christmas lights.

Usually the teacher pauses after each phrase and reads each sentence twice, but the teacher may read faster or only read once to challenge stronger students.

As the teacher is reading, the students fill in the blanks.

Exercises
Tip: use the tab key to go to the next box quickly.

"House with Nobody in it"
This is a reading of "House with Nobody in it" (1914) by Joyce Kilmer.

{Listen for the verbs or contractions containing verbs. Not every verb is a question.
 * type="{}"}

WHENEVER I walk to Suffern along the Erie track I { go _2 } by a poor old farmhouse with its shingles broken and black. I suppose { I've _5 } passed it a hundred times, but I always stop for a minute And look at the house, the tragic house, the house with nobody in it.

I never { have _4 } seen a haunted house, but I hear there are such things; That they hold the talk of spirits, their mirth and sorrowings. I know this house { isn't _5 } haunted, and I wish it were, I do; For it { wouldn't _8 } be so lonely if it had a ghost or two. This house on the road to Suffern needs a dozen panes of glass, And somebody { ought _5 } to weed the walk and take a scythe to the grass. It needs new paint and shingles, and the vines { should _6 } be trimmed and tied; But what it needs the most of all is some people living inside. If I { had _4 } a lot of money and all my debts were paid I'd put a gang of men to work with brush and saw and spade. I'd buy that place and fix it up the way it { used _4 } to be And { I'd _4 } find some people who wanted a home and give it to them free. Now, a new house standing empty, with staring window and door, Looks idle, perhaps, and foolish, like a hat on its block in the store. But there's nothing mournful about it; it cannot { be _2 } sad and lone For the lack of something within it that it { has _3 } never known. But a house that has { done _4 } what a house should do, a house that has sheltered life, That has { put _3 } its loving wooden arms around a man and his wife, A house that has echoed a baby's laugh and held up his stumbling feet, Is the saddest sight, when { it's _4 } left alone, that ever your eyes could meet. So whenever I go to Suffern along the Erie track I never go by the empty house without stopping and looking back, Yet it hurts me to look at the crumbling roof and the shutters fallen apart, For I { can't _5 } help thinking the poor old house is a house with a broken heart.

Joanne Bradshaw

{This is from an article at Wikipedia.
 * type="{}"}

Joanne Bradshaw, from Wikipedia, the free encyclopedia, at simple.wikipedia.org. Joanne Bradshaw { is a _7 } disabled athlete { from _6 } Australia. She competes { in a _6 } wheelchair. She won a gold medal { at the _7 } 2000 Sydney Games { in the _7 } women's shot put F37 { and set a _9 } new Paralympic Games record. This sound file and all the text in the sound file are licensed under the Creative Commons attribution share-alike license 3.0 unported license.

title: TESOL/Dictation exercises


text:
Talk:Prebiotic chirality

Translated from fr:Recherche:Chiralité prébiotique - Sidelight12 Talk 20:08, 12 February 2014 (UTC)

Mekki-Berrada Abdelali

Confirmation of L-Glyceraldehyde on the fixed arm
28/04/2012

The L-GA binds to the membrane in 80% (1987) in E. coli:.

Abstract:

When either 3H-labeled L-glyceraldehyde or 3H-labeled L-glyceraldehyde 3-phosphate (GAP) was added to cultures of Escherichia coli, the phosphoglycerides were labeled. More than 81% of the label appeared in the backbone of the phosphoglycerides. Chromatographic analyses of the labeled phosphoglycerides revealed that the label was normally distributed into phosphatidylethanolamine, phosphatidylglycerol, and cardiolipin. These results suggest that L-glyceraldehyde is phosphorylated and the resultant L-GAP is converted into sn-glycerol 3-phosphate (G3P) before being incorporated into the bacterial phosphoglycerides. Cell-free bacterial extracts catalyzed an NADPH-dependent reduction of L-GAP to sn-G3P. The partially purified enzyme was specific for L-GAP and recognized neither D-GAP nor dihydroxyacetone phosphate as a substrate. NADH could not replace NADPH as a coenzyme. The L-GAP:NADPH oxidoreductase had an apparent Km of 28 and 35 microM for L-GAP and NADPH, respectively. The enzyme was insensitive to sulfhydryl reagents and had a pH optimum of approximately 6.6. The phosphonic acid analog of GAP, 3-hydroxy-4-oxobutyl-1-phosphonate, was a substrate for the reductase, with an apparent Km of 280 microM.

Prebiotic Pyridoxal
16/02/2014

Synthesis of Pyridoxal at 110°C in prebiotic conditions 1999.

Abstract:

Heating a dilute solution of NH3 and glycoaldehyde gives a large family of pyridines substituted with the same functional groups as occur in the forms of vitamin B6. Thus, vitamin B6-like molecules could have been present on the early Earth and could have been available for catalysis of primitive transamination reactions. Ethanolamine and N-methylethanolamine are also formed as major products. These are choline-like molecules, the latter of which is apparently formed by a prebiotic methylation process.

Chirality of ribose in the presence of LL-dipeptides
07/05/2012

Glycolaldehyde + DL-glyceraldehyde in the presence of LL-dipeptide gives execess of D-ribose, 44%. This, in absence of liposome. .

Abstract:

Glycolaldehyde and DL-glyceraldehyde reacted in a water-buffered solution under mildly acidic conditions and in the presence of chiral dipeptide catalysts produced pentose sugars whose configuration is affected by the chirality of the catalyst. The chiral effect was found to vary between catalysts and to be largest for di-valine. Lyxose, arabinose, ribose and xylose are formed in different amounts, whose relative proportions do not change significantly with the varying of conditions. With LL-peptide catalysts, ribose was the only pentose sugar to have a significant D-enantiomeric excess (ee) (≤44%), lyxose displayed an L-ee of ≤66%, arabinose a smaller L-ee of ≤8%, and xylose was about racemic. These data expand our previous findings for tetrose sugars and further substantiate the suggestion that interactions between simple molecules of prebiotic relevance on the early Earth might have included the transfer of chiral asymmetry and advanced molecular evolution.

Polyglycine synthesis in the presence of liposome
07/05/2012

In hydrothermal conditions and not from the prebiotic pocket of oil.

Abstract:

Oligomerization of amino acids proceeded on or inside lipid vesicles as a model of prebiotic cells in a simulated hydrothermal environment. When the suspension of lipid vesicles taking up monomeric glycine underwent a sudden temperature drop by traversing from a hot (180◦C) to a cold (0◦C) region repeatedly while circulating through a closed reaction circuit, oligopeptides up to heptaglycine were formed even in the absence of condensing agents.

Prebiotic chirality reject?
29/04/2013

I mean a reject of thinking that I conducted in this article, by the following article of Shimada H and Yamagishi A (2011). There is nothing as I separate the role of the chirality of the arm carrying the amine of the chirality of glycerophosphate in my thinking. However, in the following article the authors consider that the stability of two phospholipids put together. What about the behavior of amino acids and proteins inserted into the liposomes? And even the energy point of view, it is quite obvious that the two aliphatic tails, bacteria and archaea, are different. So one of two override the other. Can be put, as I point out in my thinking, one type of tail and hétérochiralité of glycerolphosphate? I said no because the chirality of the latter must be adapted to the aliphatic tail as I explain precisely.

Abstract

Stability of heterochiral hybrid membrane made of bacterial sn-G3P lipids and archaeal sn-G1P lipids.

The structure of membrane lipids in Archaea is different from those of Bacteria and Eucarya in many ways including the chirality of the glycerol backbone. Until now, heterochiral membranes were believed to be unstable; thus, no cellular organism could have existed before the separation of the groups of life. In this study, we tested the formation of heterochiral hybrid membrane made of Bacterial sn-glycerol-3-phosphate-type polar lipid and Archaeal sn-glycerol-1-phosphate-type polar lipid using the fluorescence probe. The stability of the hybrid liposomes made of phosphatidylethanolamines or phosphatidylcholines or polar lipids of thermophilic Bacteria and polar lipids of Archaea were investigated. The hybrid liposomes are all stable compared with homochiral liposome made of dimyristoylphosphatidylethanolamine and dipalmitoylphosphatidylcholine. However, the stability was drastically changed with increasing carbon chain length. Accordingly, "chirality" may not be but chain length is important. From these results, we suggest that the heterochiral hybrid membrane could be used as the membrane lipid for the last universal common ancestor (Commonote) before the emergence of Archaea and Bacteria.

Prebiotic chemio-mecanics
28/04/2012

Preparation of the article of the same title. It will involve the study of all mechanical processes caused by chemical reactions in and on the walls of liposomes similar to the mechanical cohesion in the studied prebiotic chirality.
 * Mechanical function of enzymes and proteins in general:
 * 1) ATPase is the leading example. I shall study here,
 * 2) Esterases and hydrolases that often are unidirectional while the reaction is reversible thermodynamicaly (in both directions). The enzyme acts in addition to its catalytic role, a mechanical role in attracting by its electromagnetic volume the substrate and not the product. One can guess that will follow the evolution, ie control of the enzyme by peptides or metabolites.
 * 3) Oxidoreductases or isomerases, which are often in two directions. As if these catalysts require very precise positioning of substrates to involve quantum processes that are themselves reversible. This accuracy corresponds to the high energy potential of these reactions. This is very interesting quantum reversibility for the reactivity of the cell to the actions of the surrounding medium, because it is almost instantaneous compared to thermodynamic processes. With this in mind it would be interesting to study the reduction of nucleotides to désoyxnucléotides (dATP).
 * 4) The initialization of metabolism on, and in the inner wall of the liposome: I shall continue the scenario of metabolism initialization began in the prebiotic chirality. Including the incorporation of new fatty acids in the liposome and its fission to 2 liposomes, nucleation on the internal wall of nucleotides, deoxynucleotides and amino acids to evolve enzymes, ribosomes and polymerases of transcription and replication.

The hydrostatic pressure
14/05/12

Does the lipid bilayer protects the interior of the bacteria of the hydrostatic pressure? Has anyone measured the hydrostatic pressure in the cytoplasm?

These are interesting questions to the principle of mechanical cohesion of phospholipids because they bring two essential confirmations:
 * 1) Mechanical cohesion is a response to the hydrostatic pressure to let the hydrophilic molecules inwardly aqueous vesicles of the oil phase: enlargement of the vesicle.
 * 2) coming closer together the 2 sheets of the liposome of the aqueous phase, with mechanical cohesion, allows it to withstand the hydrostatic pressure and thus the pressure in the cytoplasm is smaller than that of the outside. What differentiates the internal chemistry of the outside chemistry.

The hydrostatic pressure can be so behind the establishment of the mechanical cohesion and hence the chirality of living, as demonstrated in the article. This would strengthen the hypothesis of the origin of life in the fields of prebiotic oil (the pocket oil ) and push to experiment from abiotic oil.

The electric dipole of a phospholipid
29/04/2013

I have not seen the electric forces in my article on the prebiotic chirality. In the first reading articles on this subject, I understand that the two dipoles of two surfaces directed towards the inside of this membrane would be sufficient to maintain its mechanical cohesion. However, the dipoles of water molecules and the interaction between heads they should change that. As the fields of research in this area has been well developed in recent years in a well-defined goal, that the passage of molecules across the membrane (pharmacopoeia). One should retain only what concerns prebiotic chirality.

Intensity of the dipole in the membrane
29/04/2013

Review de 2012.

Angle of the head with the hydrophilic surface of the membrane
29/04/2013

The hydrophilic heads are parallel to the surface of the membrane.

NMR measurements, article 1996

Numerical simulation, article 1994.

Interpenetration of the tails of two layers of the membrane
29/04/2013

If the strength of the dipoles was the most important factor of the membrane cohesion why two hydrophobic tails, face to face, do not they intertwine? As in an oil phase? Is the electrical repulsion of two hydrophilic heads which takes away from each other? At this point the fact to represent two separate queues suggests that there is an equilibrium and therefore this equilibrium can be broken, and where the hypothesis of prebiotic chirality (in the article) is still relevant.

Another interest that two tails do not interpenetrate, is that the two layers can slide relative to each other. This is another obstacle to the diffusion of molecules across the membrane.

Now if it involves the hydrostatic pressure (see above) we expect that the tails intertwined. But this is not the case. At 500 bar, in prokaryotes, tails remain separate and even get longer as they fight against the coming closer of the two hydrophilic heads: With my estimates after Figure 1-2 of the thesis of Badr al-Ali, the longest lipids increased from 4 to 39% of the total, while the unsaturated spend only 71 to 84%.

The rotary movement of a phospholipid in the membrane
29/04/2013

The rotational and diffusion movements are very fast in the membrane: "La rotation axiale est très rapide, elle s'effectue avec une fréquence de l'ordre de 109 à 1010 Hz pour des lipides courants. La diffusion latérale est très libre également, les coefficients de diffusion mesurés étant généralement de l'ordre de 10-2 et 10-9 cm2.s-1, ce qui correspond à une fréquence d'échange des positions de 106 fois par seconde en moyenne."

[ The axial rotation is very fast, it takes place with a frequency of the order of 109 to 1010 Hz for current lipids. The lateral diffusion is also free, diffusion coefficients measured generally being of the order of 10-2 and 10-9 cm2.s-1, which corresponds to a frequency of exchange of the positions of 106 times per second on average.]

Oddly rotations are given in Hz and not in revolutions per second, which is the same, but Hz is not obliged to indicate the direction. Do not be a vibration? Espace Science (1.4 Fluidité de la membrane) shows schematically the axial rotation with an anti-clockwise arrow as opposed to what I say in this article !! Interestingly, this site shows howover movements of paraffinic tails and the role of cholesterol in these movements: movements forced and free.

title: Talk:Prebiotic chirality


text:
Electrical & Computer Engineering Studies

Mathematics

 * Algebra in plain view
 * Calculus in plain view
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 * Abstract Algebra in plain view
 * Vector & Tensor Analysis in plain view
 * Complex Analysis in plain view
 * Advanced Engineering Mathematics in plain view
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 * Probability in plain view
 * Statistics in plain view
 * The necessities in Numerical Methods

Physics

 * Physics in plain view
 * Electromagnetism in plain view

Programming
 General Programming
 * C programming in plain view
 * C++ programming in plain view
 * Java programming in plain view

 Script Programming
 * Python programming in plain view

 Hardware & System Programming
 * VHDL programming in plain view
 * Verilog programming in plain view
 * SystemC programming in plain view

 Logic & Functional Programming
 * Prolog programming in plain view
 * Haskell programming in plain view

 Scientific Programming
 * R programming in plain view
 * Octave programming in plain view
 * Scilab programming in plain view
 * Maxima programming in plain view
 * Sage programming in plain view

 Parallel Programming
 * MPI programming in plain view
 * OpenMP programming in plain view

 Web Programming
 * Web programming in plain view

 Embedded Programming
 * Linux System programming in plain view
 * Embedded System programming in plain view
 * Understanding Embedded Software

Data Structure

 * Understanding Data Structure

Operating System

 * Understanding Linux
 * Understanding Minix
 * Understanding uC/OS

Artificial Intelligence

 * Artificial Intelligence lecture aid

Network

 * See [ Computer Networks ]

Circuits

 * The Necessities in Electric Circuits
 * The Necessities in Electrical Components
 * The Necessities in Mircoelectronic Circuits

VLSIs

 * The necessities in SOC Design

 * Understanding VLSI Design
 * Understanding CMOS Design
 * Understanding Low Power Design
 * Understanding Arithmetic Circuits
 * Understanding FPGA Design

 * Semiconductor Devices Lecture Aid

Computers

 * The necessities in Digital Design
 * The necessities in Computer Design
 * The necessities in Computer Architecture
 * The necessities in Computer Organization
 * The necessities in Microprocessor Based System Design

Signal Processing

 * The necessities in Linear System Theory
 * The necessities in Filter Theory
 * The necessities in DSP
 * The necessities in DSP C Programming
 * The necessities in DSP C++ Programming
 * The necessities in DSP Octave Programming
 * The necessities in Random Processes

 * The Concepts in Adaptive Signal Processing
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Analog and Digital Communications

 * Understanding Digital Communications
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Mechatronics

 * Sensor Technology
 * Understanding Control Systems
 * Understanding Control Systems using CAS
 * Understanding Mechatronics
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Image Processing

 * Understanding Augmented Reality
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Some Research Topics

 * Developing Data Redistribution Algorithms
 * Butterfly Hardware Implementations
 * Butterfly Software Implementations
 * CORDIC Hardware Implementations
 * QRD Hardware Implementations


title: File:CORDIC.Idea.3.A.20120428.pdf


text:
Gene transcriptions/Boxes/TATAs

"The TATA box (also called Goldberg-Hogness box) is a DNA sequence (cis-regulatory element) found in the promoter region of genes in archaea and eukaryotes; approximately 24% of human genes contain a TATA box within the core promoter.

The TATA box is a binding site of either general transcription factors or histones.

Consensus sequences
In the direction of transcription along the DNA strand, the TATA box has the core DNA sequence 3'-TATAAA-5' or a variant, which is usually followed by three or more adenine (A) bases, specifically [3'-TATAAA(A)AAA-5' on the template strand].

"[M]ost of the diversity within metazoan core promoters appears to involve the variable occurrence of consensus or near-consensus TATA, Inr, and DPE elements."

The TATA box can be an AT-rich sequence "located at a fixed distance upstream of the transcription start site".

Histones
The binding of a transcription factor blocks the binding of a histone and vice versa.

Gene expressions
Although it is harder to regulate the transcription of genes with multiple transcription start sites, "variations in the expression of a constitutive gene would be minimized by the use of multiple start sites."

Earlier "studies led to the design of a super core promoter (SCP) that contains a TATA, Inr, MTE, and DPE in a single promoter (Juven-Gershon et al., 2006b). The SCP is the strongest core promoter observed in vitro and in cultured cells and yields high levels of transcription in conjunction with transcriptional enhancers. These findings indicate that gene expression levels can be modulated via the core promoter."

Human genes
"Nine elements were tested, representing a sampling of elements present in the two gene deserts and DACH introns, spread over a 1530-kb region surrounding the human DACH's TATA box."

Gene ID: 1602 is the human gene DACH1 dachshund homolog 1 also known as DACH. DACH1 has three isoforms: a, b, and c.

"[T]he human ... prostaglandin-endoperoxide-synthase-2 [gene contains] a canonical TATA box (nucleotide residues at positions -31 to -25 for the human gene)." This is Gene ID: 5743.

The Drosophila hsp70 has a TATA box containing promoter. This suggests that GeneID: 3308 HSPA4 heat shock 70kDa protein 4 [Homo sapiens], also known as hsp70, has a TATA box in its core promoter.

Gene transcriptions
"From a teleological standpoint, this arrangement [of focused promoters] is consistent with the notion that it would be easier to regulate the transcription of a gene with a single transcription start site than one with multiple start sites."

The TATA box is involved in the process of transcription by RNA polymerase.

Approximately “76% of human core promoters lack TATA-like elements, have a high GC content, and are enriched in Sp1 binding sites.”

"[T]wo motifs - M3 (SCGGAAGY) and M22 (TGCGCANK) - ... occur preferentially in human TATA-less core promoters."

"About 24% of human genes have a TATA-like element and their promoters are generally AT-rich; however, only ~10% of these TATA-containing promoters have the canonical TATA box (TATAWAWR). In contrast, ~46% of human core promoters contain the consensus INR (YYANWYY) and ~30% are INR-containing TATA-less genes." W = A or T, Y = C or T, N = G, A, T, or C, and R = A or G.

Apparently, another ~46% of human promoters lack both TATA-like and consensus INR elements.

Transcription start sites
The consensus sequence is usually located 25 base pairs [(bps) or nucleotides (nts)] upstream [(-)] of the transcription site; i.e., the transcription start site (TSS).

Focused promoters
"In focused transcription, there is either a single major transcription start site or several start sites within a narrow region of several nucleotides. Focused transcription is the predominant mode of transcription in simpler organisms."

"Focused transcription initiation occurs in all organisms, and appears to be the predominant or exclusive mode of transcription in simpler organisms."

"In vertebrates, focused transcription tends to be associated with regulated promoters".

"The analysis of focused core promoters has led to the discovery of sequence motifs such as the TATA box, BREu (upstream TFIIBrecognition element), Inr (initiator), MTE (motif ten element), DPE (downstream promoter element), DCE (downstream core element), and XCPE1 (Xcore promoter element 1) [...]."

Dispersed promoters
"In dispersed transcription, there are several weak transcription start sites over a broad region of about 50 to 100 nucleotides. Dispersed transcription is the most common mode of transcription in vertebrates. For instance, dispersed transcription is observed in about two-thirds of human genes."

In vertebrates, "dispersed transcription is typically observed in constitutive promoters in CpG islands."

Core promoters
"Focused transcription typically initiates within the Inr, and the A nucleotide in the Inr consensus is usually designed as the “+ 1” position, whether or not transcription actually initiates at that particular nucleotide. This convention is useful because other core promoter motifs, such as the MTE and DPE, function with the Inr in a manner that exhibits a strict spacing dependence with the Inr consensus sequence (and hence, the A + 1 nucleotide) rather than the actual transcription start site (Burke and Kadonaga, 1997, Kutach and Kadonaga, 2000 and Lim et al., 2004)."

"With TATA-driven core promoters, transcription can be achieved in vitro with purified RNA polymerase II, TFIIB, TFIID, TFIIE, TFIIF, and TFIIH."

"NC2 (negative cofactor 2; also known as Dr1-Drap1) [...] was identified as repressor of TATA-dependent transcription [...]."

"TBP (TATA box-binding protein) activates TATA transcription [...] The TBP subunit binds to the TATA box [...] TFIIA appears to promote the binding of TBP to the TATA box."

TATA boxes
"The TATA box is the first core promoter motif that was discovered (Goldberg, 1979) as well as the best known core promoter element. The metazoan TATA box consensus is TATAWAAR, where the upstream T is usually located at − 31 or − 30 relative to the A + 1 (or G + 1) position in the Inr (Carninci et al., 2006 and Ponjavic et al., 2006). [The] TATA box is recognized and bound by the TBP subunit of the TFIID complex. Both the TATA box and TBP are conserved from archaebacteria to humans (Reeve, 2003). The TATA box is also present in plants (Molina and Grotewold, 2005, Yamamoto et al., 2007a and Yamamoto et al., 2007b). Although the TATA box is a well known core promoter motif, it is present in only about 10%–15% of mammalian core promoters (Carninci et al., 2006, Kim et al., 2005 and Cooper et al., 2006)."

"The BRE (TFIIBrecognition element) was initially identified as a TFIIB binding sequence that is immediately upstream of a subset (∼ 10%–30%) of TATA box elements (Lagrange et al., 1998). In addition, a second TFIIB recognition site, the BREd (downstream TFIIB recognition element), was found immediately downstream of the TATA box (Deng and Roberts, 2005). The discovery of the BREd led to the renaming of the original BRE as BREu for upstream BRE (reviewed in Deng and Roberts, 2007). Both the BREu and BREd function in conjunction with a TATA box and have been found to increase as well as to decrease the levels of basal transcription ( Lagrange et al., 1998, Evans et al., 2001 and Deng and Roberts, 2005). More recent studies suggest a distinct role for the BREu in transcriptional regulation (Juven-Gershon et al., 2008a; [...])."

"TRF3 (also known as TBP2 and TBPL2) appears to be present only in vertebrates and is the TRF that is most closely related to TBP. TRF3 can bind to TATA boxes and support TATA-dependent transcription (Bártfai et al., 2004 and Jallow et al., 2004). TRF3 was found to be important for embryonic development (Bártfai et al., 2004 and Jallow et al., 2004). In addition, zebrafish embryos that are depleted of TRF3 exhibit multiple developmental defects and fail to undergo hematopoiesis (Hart et al., 2007)."

Hypotheses

 * 1) A1BG is not transcribed using a TATA box.

title: Gene transcriptions/Boxes/TATAs


text:
User talk:Inh117/enes100/Fan Wing Work 2

Hey man nice work in finding out the flaws in our design, hopefully by next week we'll find the generator we need to use Sali6089 28 April 2012

Hey man next week is the final week, it would be great if you could should up, have a great weekend Sali6089 5/5/2012

Hey man it was nice knowing you, hope I see some day. Have a great life ahead bro! Sali6089 5/11/2012

week 2 p3 grading 1sfoerster (talk) 16:27, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 3 p3 grading 1sfoerster (talk) 12:29, 8 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

week 4 p3 grading 1sfoerster (talk) 18:20, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade


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User:Joe the Red Bird

I'm a red bird!

title: User:Joe the Red Bird


text:
Instructional design/Reducing cognitive load in multimedia instruction

When you think about it, Multimedia Learning has existed for a very long time. Since we started writing on cave walls, tablets, and chalkboards, our need to be understood and to impart knowledge has driven us to pursue new and better ways to communicate ideas. The evolution of multimedia since the invention of the chalkboard or even the overhead transparency is astounding. However, the advancement in technology has also increased the need to be cognizant of learner cognitive overload. Indeed as we move more toward E-Learning and web-based instruction, it has become critical to understand the issue of learner cognitive overload when using multimedia and more importantly, how to avoid it.

To begin our lesson, take out a piece of paper and a pen or pencil and watch the You Tube Video below(Just click the play button on the screen.) This video is actually on the topic of “The Cognitive Theory of Multimedia Learning” but as you watch it, you will discover many instances of learner-overload being portrayed, unintentionally. As you watch, take notes on what you see. Remember to turn on the speakers! Return to this page when you are done.

The video you just watched undoubtedly has some learner overload issues. As you work through this lesson, keep in mind the points you noted about the video clip.

When you are ready, click Next to continue.


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Instructional design/Reducing cognitive load in multimedia instruction/Reducing Cognitive Load in Multimedia Instruction--Conclusion

Reducing cognitive load is the responsibility of all instructional designers. In taking steps to make instruction easier to understand, the designer not only helps the learner but also themselves. Why create instruction that learners struggle unnecessarily to understand? The overarching objective of all instructional design and the designers is to transfer learning.

As more instruction utilizes more powerful and sophisticated multimedia, keeping the learner’s cognitive load in the forefront of the designer’s mind will grow in importance. Understanding how to create the best instructional design to facilitated meaningful learning when using multimedia is where good instructional design should begin and end. After you design instruction, it is also important to go back through the design and look for more issues that could cause cognitive overload. By employing the principals of modality, signaling, coherence, spatial contiguity, temporal contiguity, redundancy, pretraining, and segmenting most overload can not only be reduced but eliminated.


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Instructional design/Reducing cognitive load in multimedia instruction/Test Your Understanding

{The Dual Coding theory assumes which of the following: - Humans can only hold between 2 pieces of information in memory at one time. - Humans can only process information through 2 senses. + Humans process information through two “channels. - Humans like to use multiple senses when learning.
 * type="[]"}

{Limited Capacity assumes: - Humans are not capable of learning as much as they would like. + Humans can only process so much information at one time. - Humans can process more information in one channel than in the other. - Humans learn through all senses but only at certain times.
 * type="[]"}

{Of the answers below which one is not one of the five cognitive processes needed for active processing: - Selecting words from the presented material. - Organizing words selected. - Integrating words and pictures with the learner'Transferringwledge. + Transfering what was learned to new situations.
 * type="[]"}

{Incidental processing refers to what in terms of Cognitive Demand: - Essential data that the learner needs to know to make sense of the instruction. + Information that while interesting, is more of a distraction than a help for meaningful learning. - The necessary processing created when attending to both visual and verbal instruction. - Processing that does not produce a pictorial model.
 * type="[]"}

{Essential Processing is concerned with all of the answers below except: + Organizing Prior Knowledge. - Selecting words - Integrating words and pictures. - Organizing Images
 * type="[]"}

{A learner's construction of a coherent verbal or a pictorial representation from the incoming words and images is known as: - Meaningful Learning. - Dual Coding Theory - Isolated Cognition. + None of the above
 * type="[]"}

Label The Picture
See if you can correctly label the Cognitive Theory of Multimedia Learning Model by entering the correct word or phrase into the corresponding numbered boxes. Click Submit when done to see how you did.

Organizing Words/Pictures · Sounds · Senses · Integrating · Pictures · Prior Knowledge · Words · Working Memory · ·Verbal Model ·Ears· Multimedia Presentation · Pictorial Model · Images · Long-term Memory · Eyes · Selecting Words/Pictures { Label the picture  1: { Words (i) } 2: { Pictures (i) } 3: { Multimedia Presentation (i) } 4: { Ears (i) } 5: { Eyes (i) } 6: { Senses (i) } 7: { Selecting Words/Pictures (i) } 8: { Organizing Words/Pictures (i) }

9: { Sounds (i) }

10:{ Images (i) }

11:{ Verbal Model (i) }

12:{ Pictorial Model (i) }

13:{ Working Memory (i) }

14:{ Integrating (i) }

15:{ Prior Knowledge (i) }

16:{ Long-term Memory (i) }

 * type="{}"}

You can keep taking the test until you are statisfied with your understanding.

When you're ready, click Next to advance to the next activity, Find and Fix.


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User:Dipankan001

I'm sick of seeing old red links so I'm creating the userpage.

title: User:Dipankan001


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User talk:Dipankan001

Please post your queries below!

title: User talk:Dipankan001


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Microsoft Windows/How to create a folder

Creating a folder in Windows is really very easy. The steps to do these are- After that name the folder. Then save the folder. You may keep as many files and sub folders in that as you wish.
 * 1) Right click on the blank space in the desktop or any other place.
 * 2) Select new
 * 3) Then click on folder


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Windows Script Host/How to eject your CD drive continuously

This is a VBS program which opens up your CD Drive continuously. Paste the following code in notepad: Now save the file as All files under type of file and then name is as Test.vbs. Putting the extension .vbs is necessary.