text:
User:Dipankan001/vector.js

importScript('User:Dipankan001/Twinkle.js')

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

title: User:Dipankan001/vector.js


text:
User:Szymek484

Hello! My name is Szymon. I live in Poland. Have a nice day :)

title: User:Szymek484


text:
Instructional design/Reducing cognitive load in multimedia instruction/Key Learning Objectives

After completing this module on Reducing Cognitive Load in Multimedia Learning, instructional designers will apply instructional methods that can reduce cognitive load when creating multimedia training. The result will be instruction that learners find more efficient, effective, and appealing.

 * At the completion of this Wikiversity module, you will be able to:
 * Identify the type of learner overload and recommend a solution for reducing overload using the methods described.
 * Provide a definition for the terms Dual Channel, Limited Capacity, and Active Processing.
 * Correctly label each section of the Cognitive Theory of Multimedia Learning model.
 * Give examples of essential processing, incidental processing, and representational holding.

Reducing Cognitive Load in Multimedia Learning Topics

 * 1) Coming to Terms: Defining What Is
 * 2) What’s Going On In There?: How the mind works in multimedia instruction
 * 3) Cognitive Theory of Multimedia Learning
 * 4) Cognitive Theory of MML Continued
 * 5) What’s Your Type of Overload?
 * 6) Test Your Understanding
 * 7) Find and Fix
 * 8) Find and Fix Answers
 * 9) Lesson Conclusion

Click Next to continue.


text: User:Mquinson

title: User:Mquinson


text:
Engineering Projects/StrandBeest/Howard Community College/spring2012/p3550cf

Problem Statement
To attempt to complete the StrandBeest or at least pave the way for easy success in the future.

Team Members

 * Brianwcallaghan

Summary
This team began as 2 and became one. The Beest was partially built, but stalled due to a flaw in the crank shaft. The next team to work on this will have only to work on a more stable crank shaft.

Story
This was to be the completion of the Beest. We ran into some trouble with the crank shaft. The glue I was using proved to be strong enough for the connections, but does not do the job of wood filler. In the first weeks of this round, the circles were designed and the design for the crank was nailed down. Drawings were done and the crank parts were cut on the CNC router at Maryland Sound Intl. I lost a week due to illness, but got back on track shortly thereafter. The 4th week was very busy. I used it to continue the build, which failed. I also took the time to make a very detailed tutorial so the next group on this project should be able to complete it.

Decision List
Week 0
 * Assembled parts for legs and assessed what needed to be done to get it moving.

Week 1
 * Tested dowel sizes and methods of attaching.
 * worked on Keying holes and dowels.

Week 2

 * Cut parts for crankshaft on CNC router.

Week 3

 * Got very ill. Was not able to get much done.

Week 4
 * Continue build.
 * put together crank
 * made tutorial.
 * filled out team page.

Material List

 * 1) 2 sheets of.25 inch masonite (for circles)
 * 2) 1/2 " wooden dowel 3 foot
 * 3) 3/4" wooden dowel 2 foot
 * 4) Leg assemblies and parts from previous project attempts.
 * 5) Wood Glue
 * 6) Saw
 * 7) Drill w/ 1/2" and 3/4" bits

Software List
AutoCAD 2012 was used to do the design of the wooden parts of our StrandBeest. AutoCAD is computer assisted drawing software. Its purpose is precise design.

EnRoute 4 was then used to import the AutoCAD files (saved as .DXF) and prepare for output to the MultiCAM 3000. EnRoute is CAM software. The function of CAM is computer assisted manufacturing. It communicates your drawings and the details of how your parts are to be cut/drilled to the machine which does the cutting. In EnRoute, you can import CAD files, edit them, draw from scratch, set toolpaths, and select cutting tools and order. EnRoute can communicate with and export executable information to most CNC routers, laser cutters, water cutting machines, 3D printers and such equipment.

Time
41 hours

Tutorials

 * Building the StrandBeest (with Crank Shaft)

Next Steps
The crank shaft remains the main hurdle at the moment. I had some luck with the circular shape, but I did not properly key the connections, and the particle board failed. This design is good. The only real issue is that the connections on the crank shaft need to be made stronger to withstand torque. Wood filler can be used to fill the keys rather than glue. This will be an improvement. The working Beest will need to be powered. Wind is the obvious choice, but other avenues could be interesting as well. The existing kit is missing two legs. The strength of the legs and the ability to water proof them, run it out side and survive on pavement means that the entire strandbeest needs to be rebuilt with different material but the same design.


text:
User:Brianwcallaghan/myWork3

Write problem/project Goal
Over the last 4 weeks, we assembled the legs individually. This section will be about the crank shaft assembly and achieving movement.

My First Task
Work on plan for crank.

Summary of actual work over first weekend
Stuck to plan.

Week1 Narrative
Talked with some co-workers and got input. They suggested a circle instead of an arm for balance. I think this is a good idea. Also suggested using a secondary crank without cams to turn the first one. This would help with torque if it had bands to each cam, individually.

My Second Task
I am going to take home some parts and build one more leg assembly.

Summary of actual work over second weekend
Stuck to the plan mostly. I did get a little off target with some experimentation on the crank shaft.

Week2 Narrative
After some trouble getting the file in the right folder, I was able to get on the machine and cut the circles I need for the crank shaft.

My Third task
I will attempt to assemble legs with the crank shaft.

Summary of actual work over third weekend
Got about a third of the build done. Glue makes it slow moving. However, it seems like it will work.

Week3 Narrative
Found a decent Ethics Video.

The company is Jeddah Engineering, a software engineering firm. The Client is Mr. Moore, who has a back door project that he wants pushed through at the last minute. The programmer in gray starts off by complaining to his co-worker about the workaholic client. He also awkwardly hits on his co-worker. His mood brightens when the client sends him a bribe of an expensive bottle of liquor. The gray programmer, Ricki, then calls Mr. Moore, hits on his secretary and then agrees to push the project through if he "scratches his back." Ricki here clearly has questionable ethics. Legally he could lose his license if he gets caught taking bribes. He could also endanger the reputation of his firm. In addition to the bribery, his flirtations could be harmful to the reputation of his company, put the company at risk for lawsuit and risk getting him fired.

I Began building the rest of the StrandBeest. The crank is challenging. Using Wood Glue I am building one section of crank ata time as I build the frame around it. The process is slow because the glue takes a while to set.

My Fourth task
''Finish building the Beest. Get the Team page done. Make final tutorial and poster. ''

Summary of actual work over fourth weekend
Got the tutorial done and pages filled out. Did not complete the Beest.

Week4 Narrative
I started the week by realizing I was short by a few pieces. Not sure where they went. Will ask team mate. I decided that the best plan was to get the documentation straight rather than the build. This should be easy to complete next semester. I worked on the build a little more and then I did the tutorial. There is now a collection of 3 tutorials that should be quite sufficient to get a good build in the future.

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:Brianwcallaghan/myWork3


text:
Dominant group/Technology

Technology is the making, usage, and knowledge of tools, machines, techniques, crafts, systems or methods of organization in order to solve a problem or perform a specific function.

It can also refer to the collection of such tools, machinery, and procedures. Technologies significantly affect human as well as other animal species' ability to control and adapt to their natural environments.

Technology
In 1937, the American sociologist Read Bain wrote that "technology includes all tools, machines, utensils, weapons, instruments, housing, clothing, communicating and transporting devices and the skills by which we produce and use them." Bain's definition remains common among scholars today, especially social scientists.

"[E]qually prominent is the definition of technology as applied science, especially among scientists and engineers, although most social scientists who study technology reject this definition.

"The Merriam-Webster dictionary offers a definition of the term: "the practical application of knowledge especially in a particular area" and "a capability given by the practical application of knowledge".

Ursula Franklin, in her 1989 "Real World of Technology" lecture, gave another definition of the concept; it is "practice, the way we do things around here".

Bernard Stiegler, in Technics and Time, 1, defines technology in two ways: as "the pursuit of life by means other than life", and as "organized inorganic matter." Stiegler has more recently stated that biotechnology can no longer be defined as "organized inorganic matter," given that it is, rather, "the reorganization of the organic."

Technology can be most broadly defined as the entities, both material and immaterial, created by the application of mental and physical effort in order to achieve some value. In this usage, technology refers to tools and machines that may be used to solve real-world problems. It is a far-reaching term that may include simple tools, such as a crowbar or wooden spoon, or more complex machines, such as a space station or particle accelerator. Tools and machines need not be material; virtual technology, such as computer software and business methods, fall under this definition of technology.

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.

Radiation
"Such a relationship may just as well result in the adoption of the dominant group's language as a lingua franca without significant pidginisation."

"[T]he fact that in this myth this change in technology also accompanies a change from female to male control of circumcision ritual might encourage us to give consideration to ideas that radical change in ritual and social organisation has occurred and its traces can be detected."

Theoretical technology
Def. an "organization of knowledge for practical purposes" is called technology.

Def. the "application of [mathematics and the physical sciences] to the needs of humanity and the development of technology" is called engineering.

Communication
"New computer-based communications open up even more the possibilities for group interaction, and some of this potential is being realized (see other articles in this book), but the commercial uses now being developed serve mostly the dominant group's interests. The logic of ruling-class men then leads to a technology that reflects ruling- class men's experience and view of reality. As mentioned earlier, this view of reality is, to a large extent, shared by other men in the society."

Conflicts
"This theory focused on how the values that rival groups attach to political dominance relate to each other and to the technology of conflict. The ratio of the value that the initially politically dominant group attaches to being politically dominant to the value the potential challenger group attaches to being politically dominant was critical."

Controls
"One way for the dominant group to secure control is through the utilization of technology." rather than the use of "middle- and lower-level supervisors, research and development scientists, and janitors."

Educations
“However, skepticism about the educational value of the Internet and technology generally should not imply that language educators should abandon the playing field to corporate or any other dominant group interests.”

Gender bias
"Add to that the convenience factor for the dominant group, and it becomes even more understandable. As Bacon postulated, science had led, through technology, to the "betterment of man's estate," and traditional gender roles helped pave the way."

Regions
"The penetration of new computerized technologies system in terms of a dominant group of seven majors, into all stages of the motion-picture production and each of them vertically integrated across production, distribution process distribution and exhibition."

Resources
”Redrawn from Re/. 12. levels of technology, the dominant group would have the option of moving on to fresh pastures as resources of any locality are exhausted, and would derive no advantage from traditions of sustainable, conservative use.”

Superiorities
"[T]he technological superiority of European culture has, until recently, rendered the dominance of colonial groups secure."

"Most dominant groups have been less fortunate. They have found themselves threatened, from the moment of their accession to power, not only by foreign invasion or domestic revolt but also by the insidious processes of assimilation which might, in the long run, destroy their distinctive powers and privileges. This threat was especially menacing when, as in most of the pre-machine age empires, the dominant and dominated groups differed little if at all in physical type."

Hypotheses

 * 1) Competition based on technologies can often produce new dominant groups.

title: Dominant group/Technology


text:
Object Oriented with Java

There are many ways you can design and code systems. There are two common approaches in programming:

 * Procedural programming: where the program is composed of functions and modules that aim to do a task.
 * Object-Oriented Programming: "is a method of programming based on a hierarchy of classes, and well-defined and cooperating objects." In OOP, the software objects is used to model real-life ones such as car, employee, DVD, etc. Some common O.O. Programming Languages are: C++, Java , and Smalltalk.

This module aims to enable learners to write a software program from an object-oriented perspective. Object-Oriented programming paradigm is concerned with constructing software systems out of interacting units of software called objects. The way that objects do works is by sending messages to each other during the execution of the program. The most important motive behind Object-Oriented Programming trend is the resuability issue, where the produced code can be resued which saves effort, and time of prgramming and testing process.

"Programming in an object-oriented language is more than just learning new syntax rules; it requires a new way of thinking. The idea is not to concentrate primarily on the fundamenatls of procedural languages-data structures and algorithms-but instead to think in terms of the objects that will carry out the required tasks."

Learners will know Object Oriented principles such as: objects, classes, inheritance, and polymorphism using Java language. In addition the module teaches array, and Collection Framework (Set, Map, and List), and reading from/writing to files.

The module uses BlueJ Environment to present its implemented projects.

The module consists of 12 units as below:

 * Unit 1: Object-oriented programming with java
 * Unit 2: Object concepts
 * Unit 3: Variables, objects and representations
 * Unit 4: An introduction to methods
 * Unit 5: Dialog boxes, selection and iteration
 * Unit 6: Subclassing and inheritance
 * Unit 7: Code design and class members
 * Unit 8: Designing code, dealing with errors
 * Unit 9: Collections: arrays, strings and StringBuilder
 * Unit 10: Collection: sets and maps
 * Unit 11: Ordered and sorted collections
 * Unit 12: Streams, files and persistent objects

title: Object Oriented with Java


text:
Object Oriented with Java/Object-oriented programming with java

This unit introduces:

 * Fundamental hardware and software concepts
 * Programming approaches: procedural programming and object oriented programming
 * Speculation about Objects
 * Sending messages to objects and grouping objects into classes

Fundamental hardware and software concepts
A computer is a device that accepts input, processes data, stores data, and produces output. These are the main basic tasks of a computer. Simply, any computer system is composed of computer hardware and software:

 * The hardware components of a computer system are the electronic and mechanical parts.

 * The software components of a computer system are the intangible parts: it is a general term of all the applications, programs, and systems that run on your computer. Software consists of sets of instructions that tell a computer how to perform a particular task.

Computer Hardware
The main hardware devices are classified as:
 * 1) Essential parts of a computer : Central Processing Unit (CPU) & main memory;
 * 2) Peripheral devices, which is any component of the computer that is not part of essential devices, such as: Input/Output devices, secondary storage (Storage devices). Some peripherals are mounted in the same case as processor such as hard disks, others such as printers are physically outside the computer.
 * 1) Peripheral devices, which is any component of the computer that is not part of essential devices, such as: Input/Output devices, secondary storage (Storage devices). Some peripherals are mounted in the same case as processor such as hard disks, others such as printers are physically outside the computer.

An input device gathers and translates input into a form that the computer can process, these are devices such as: keyboard, mouse, scanner, microphone, card-reader, and bar reader.

CPU Processing data is done in a device called central processing unit (CPU). A processor is, (the brain of a computer), an electronic device about one inch square covered in plastic, in which a processor manipulates data in many ways by applying a series of actions.

Output device, produces results using devices such as: printers, screens, plotters, and loud speaker.

Storing data, a computer must store data so that it will be available for processing. There are two places to store data: •	Maim memory (MM), which holds the programs temporarily during execution. •	Secondary storage, which holds data and programs permanently such as hard-disk, floppy disks, CD's

Computer Software
Software (SW) is a general terminology; for all programs, applications and systems. The SW makes a computer useful. SW is kept on some hardware device such as the hard disk.:

Usually any software is written using a programming language which is called as the source code. Then this code is compiled (translated) into zeros and ones (binary digits, low-level) or bits, which make up the instructions and data that the hardware can execute.

Software could be classified into: System, Program, and Application.

System The term system has different meanings depending on how it is used as listed below:
 * 1) An operating system: is essentially the master controller for all of the activities that take place within a computer. It sets the standards for all application SW that a computer runs. (i.e. how do I configure my system to allow me using my new scanner?)
 * 2) A computer system: a combination of hardware and software. (i.e. my system crashed 4 times last night, and I can’t figure out whether it is a hardware problem or that I game I picked up cause the problem).
 * 3) A software system: a large piece of software which is essentially meant to run forever (no start point or end point), and has to respond to a variety of events that may occur in an unpredictable order. The system usually is composed of smaller units of SW called applications or programs which communicate with each other.
 * 4) System Software: is categorized as software that helps the computer carry out its basic operating tasks. It is required to support the production or execution of applications but which is not specific to any particular application. System Software includes:
 * a.	Operating systems, that controls the execution of the programs;
 * b.	User interface software such as graphical windows and menus interpreters
 * c.	Development tools such as compilers
 * d.	Utility programs involved in sending data, printing or communicating with peripheral devices.
 * b.	User interface software such as graphical windows and menus interpreters
 * c.	Development tools such as compilers
 * d.	Utility programs involved in sending data, printing or communicating with peripheral devices.

Program A computer program is a set of detailed, step by step instructions that tells a computer how to solve a problem or carry out a task. The notion of a program assumes a pattern: input data-processing data-output data. Any program has a starting point which takes some input, then performs needed computations, and then it has an end point at which output is given and software stop running (in contrast to systems that run for ever).

Applications These are programs which users choose to work with such as word processing & Excel, web browser. You can liken applications to virtual computers each with a special operating system. Applications differ from systems in that:
 * •	They are not designed to run for ever;
 * •	Run on a single computer;
 * •	And perform a single task for a single user.

The operating system
An operating system (OS) is the software responsible for the control and management of hardware and basic system operations (such as data input and output), as well as running application software such as word-processing programs and web browsers.

The operating system is always present when the computer is running, and it acts as an intermediary between the user and the computer hardware. Common operating systems for personal computers include Linux, Mac OS (for the Apple Macintosh) and the various versions of Windows, e.g. Windows 2000 and Windows XP.

Note that: not all computers have OS, if computer runs a single program all the time, which can configured directly on the hardware, then OS is unnecessary. (i.e. fuel-injection system in a car)

Operating System main services are:

 * :Management of Memory: To run a program, this program should be moved from secondary storage to main memory. It is the job of OS to:
 * Allocate appropriate sized area of memory to each program,
 * To ensure that program data and instructions do not interfere with each other or with other programs and applications.

 * 	Coordination and control of peripheral devices: OS coordinates the communication with peripheral devices such as input/output devices, to accept data from user, produce output on screen or printer, connect to a network etc.
 * Scheduling of access to the processor: The operating system manages access to the processor, by prioritising jobs to be run and ensuring that the processor is used efficiently. (i.e. if current running program is waiting data from hard disk, the OS will ensure to run another program so processor will not be idle and that it used efficiently).
 * Provision of basic utilities: Operating systems also provide basic utilities such as disk formatting facilities, file management systems and software installation wizards.
 * Provision of an interface between applications/programs and hardware: :OS provides a stable, consistent way for software communicate with the computer’s hardware without having to access that hardware directly, or know details of it. This is achieved through application programming interface (API) which is a set of instructions (a protocol) in which an application can ask OS to do a services such as printing a file. By this way you can guarantee that your program will run on different computers without bothering of printer type connected to these PCs.
 * Provision of a user interface: OS provides a graphical user interface that enables user to communicate with computer. Early OS were text based such as Dos. New OS are graphical user interface (GUI) based which has icons, menus and it is more user friendly such as Microsoft Windows.
 * Booting your computer: When you switch on a computer, the first thing it needs to do is to load an operating system (which is usually stored on the hard disk).

How a program executes on a computer?
The general process of executing a program is:
 * 1) The source code is written in high level language such as Java, C++, etc.
 * 2) The source code is translated into machine code (low level language that the computer understood) using compilers or interpreters.
 * A compiler is a program that translates the program written in high-level language into low-level instructions  (machine code or byte code) then executes it as a whole.
 * An Interpreter, do the same job as a compiler, but it translates each instruction then executes it.

Object Oriented Programming (OOP)
In OOP, the software objects is used to model real-life ones such as car, employee, DVD, etc. The software objects simulate the part of the real world (Application domain, problem domain) with which we are concerned. For example if we need to develop a system to manage patients in a hospital then the domain is hospital, and objects are patients, doctors, nurses, etc.

Important issues about objects:

 * Each object has attributes and its own behavior.
 * An attribute is some property or characteristic of an object. It describes the kinds of information that an object needs in order to provide the required behaviours. So a student object might have attributes such as student number, student name, registered module and so on. The attribute value of ‘studetn number’ might be ‘2012105’ and the attribute value of ‘student name’ might be ‘Anderson Robert’.
 * The behaviour of an object is the collection of actions an object knows how to carry out.
 * The values of all an object’s attribute together determine the object’s state.
 * Users can not directly interact with objects, they can do so by using user interface to send messages to these objects. Actions such as clicking the mouse, or pressing a key on the keyboard, will cause messages to be sent to the appropriate objects.
 * In its basic definition, an object is an entity that contains both data (in the form of attribute values) and behaviour (the actions it takes on receiving messages).
 * Each object is represented by a rectangle. To get an object to do something, it must be sent a message (call method); messages are depicted as the arrows between the objects.

Grouping objects into classes
If two ro more objects have the same attributes, the same methods, and behave in the same way in response to those methods, then these objects belong to the same class.

In Object Oriented an object is defined as an instance of a class. A class is used to group related variables and functions. A class is like a blueprint or template for the creation of objects and ensures that all its instances:
 * have the same attributes,
 * and respond to the same set of messages in an identical manner.

A protocol is known as the list of messages to which any instance of the class can respond.


title: File:CORDIC.Idea.3.A.20120430.pdf


text:
Weeds

'''A weed in a general sense is a plant that is considered by the user of the term to be a nuisance. The word is normally applied to unwanted plants in human-controlled settings, especially farm fields and gardens, but also lawns, parks, woods, and other areas. Generally, a weed is a plant in an undesired place. More specifically, the term is often used to describe any plants that grow and reproduce aggressively.'''[1] Weeds may be unwanted for a number of reasons. The most important one is that they interfere with food and fiber production in agriculture, wherein they must be controlled in order to prevent lost or diminished crop yields. The next most important reason is that they interfere with other cosmetic, decorative, or recreational goals, such as in lawns, landscape architecture, playing fields, and golf courses. In all of these forms of horticulture, functional and cosmetic, weeds interfere by (1) competing with the desired plants for the resources that a plant typically needs, namely, direct sunlight, soil nutrients, water, and (to a lesser extent) space for growth; (2) providing hosts and vectors for plant pathogens, giving them greater opportunity to infect and degrade the quality of the desired plants; or (3) offering irritation to the skin or digestive tracts of people or animals, either physical irritation via thorns, prickles, or burs, or chemical irritation via natural poisons or irritants in the weed. The term weed in its general sense is a subjective one, without any classification value, since a plant that is a weed in one context is not a weed when growing where it belongs or is wanted. Indeed, a number of "weeds" have been used in gardens or other cultivated-plant settings. 'Volunteer weeds' are crop plants from one year which are growing in the subsequent crop. An example of a crop weed that is grown in gardens is the corncockle, Agrostemma, which was a common field weed exported from Europe along with wheat, but now sometimes grown as a garden plant.[2] [edit]Distribution

Yellow starthistle, a thistle native to southern Europe and the Middle East that is an invasive weed in parts of North America. Weeds generally share similar adaptations that give them advantages and allow them to proliferate in disturbed environments whose soil or natural vegetative cover has been damaged. Naturally occurring disturbed environments include dunes and other windswept areas with shifting soils, alluvial flood plains, river banks and deltas, and areas that are often burned. Since human agricultural practices often mimic these natural environments where weedy species have evolved, weeds have adapted to grow and proliferate in human-disturbed areas such as agricultural fields, lawns, roadsides, and construction sites. The weedy nature of these species often gives them an advantage over more desirable crop species because they often grow quickly and reproduce quickly, have seeds that persist in the soil seed bank for many years, or have short lifespans with multiple generations in the same growing season. Perennial weeds often have underground stems that spread out under the soil surface or, like ground ivy (Glechoma hederacea), have creeping stems that root and spread out over the ground.[3] Some plants become dominant when introduced into new environments because they are freed from specialist consumers; in what is sometimes called the “natural enemies hypothesis,” plants freed from these specialist consumers may increase their competitive ability. In locations were predation and mutual competitive relationships no longer exist, some plants are able to increase allocation of resources into growth or reproduction. The weediness of some species that are introduced into new environments can be caused by the introduction of new chemicals; sometimes called the "novel weapons hypothesis," these introduced allelopathyic chemicals, which indigenous plants are not yet adapted to, may limit the growth of established plants or the germination and growth of seeds and seedlings.[4][5] [edit]Relation to humans

As long as humans have cultivated plants, weeds have been a problem. Weeds have even been mentioned in religious and literature texts like the following quotes from Genesis and a Shakespearean sonnet: "Cursed is the ground because of you; through painful toil you will eat of it all the days of your life. It will produce thorns and thistles for you, and you will eat the plants of the field. By the sweat of your brow you will eat your food until you return to the ground,"[6] "To thy fair flower add the rank smell of weeds: But why thy odour matcheth not thy show, The soil is this, that thou dost common grow."[7]

700 cattle that were killed overnight by a poisonous weed.[8] Weed seeds are often collected and transported with crops after the harvesting of grains. Many weed species have moved out of their natural geographic locations and have spread around the world with humans. (See Invasive species.) Not all weeds have the same ability to damage crops and horticultural plants or cause harm to animals. Some have been classified as noxious weeds by governmental authorities because if left unchecked, they often dominate the environment where crop plants are to be grown or cause harm to livestock. They are often foreign species mistakenly or accidentally imported into a region where there are few natural controls to limit their population and spread. Many weeds have ideal locations for growth and reproduction because of the large areas of open soil created by the conversion of land to field agriculture. Farming practices that produce unvegetated soils part of the year and human distribution of food crops mixed with seeds of weeds from other parts of the world have facilitated the colonization of vast new areas for many weedy species; humans are the vector of transport and the producer of disturbed environments, thus many weedy species have an ideal association with humans. A number of weeds, such as the dandelion Taraxacum, are edible, and their leaves and roots may be used for food or herbal medicine. Burdock is common weed over much of the world, and is sometimes used to make soup and other medicine in East Asia. These so-called "beneficial weeds" may have other beneficial effects, such as drawing away the attacks of crop-destroying insects, but often are breeding grounds for insects and pathogens that attack other plants. Dandelions are one of several species which break up hardpan in overly cultivated fields, helping crops grow deeper root systems. Some modern species of domesticated flower actually originated as weeds in cultivated fields and have been bred by people into garden plants for their flowers or foliage. Some people have appreciated weeds for their tenacity, their wildness and even the work and connection to nature they provide. As Christopher Lloyd wrote in The Well-Tempered Garden--Sabithamanas (talk) 15:41, 30 April 2012 (UTC) "Many gardeners will agree that hand-weeding is not the terrible drudgery that it is often made out to be. Some people find in it a kind of soothing monotony. It leaves their minds free to develop the plot for their next novel or to perfect the brilliant repartee with which they should have encountered a relative's latest example of unreasonableness."[9] Shunryu Suzuki, the Zen master, is credited with proclaiming, "For Zen students, a weed is a treasure." Perhaps the greatest defense of weeds is contained in the last stanza of Gerard Manley Hopkins' poem Inversnaid: "What would the world be, once bereft, of wet and wildness? Let them be left. O let them be left; wildness and wet; Long live the weeds and the wilderness yet."

title: Weeds


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title: File:Dealing with negative people.png


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Dominant group/Regions

"Region is most commonly found as a term used in terrestrial and astrophysics sciences also an area, notably among the different sub-disciplines of geography, studied by regional geographers. Regions consist of subregions that contain clusters of like areas that are distinctive by their uniformity of description based on a range of statistical data, for example demographic, and locales. In astrophysics some regions have science-specific terms such as galactic clusters."

"In Geography, regions can be broadly divided by physical characteristics (physical geography), human impact characteristics (human geography), and the interaction of Humanity and the environment (environmental geography). Geographic regions and subregions are mostly described by their imprecisely defined, and sometimes transitory boundaries, except in human geography where jurisdiction areas such as national borders are clearly defined in law."

"Apart from the globalcontinental regions, there are also hydrospheric and atmospheric regions that cover the oceans, and discrete climates above the land and water masses of the planet. The land and water global regions are divided into subregions geographically bounded by large geological features that influence large-scale ecologies, such as plains and steppes, forested massifs, deserts, or mountainous regions. Subregions describe the areas within regions that are easily distinguished in both the geological and ecological observable features."

"A region has its own nature that could not be moved. The first nature is its natural environment (landform, climate, etc.). The second nature is its physical elements complex that were built by people in the past. The third nature is its socio-cultural context that could not be replaced by new immigrants."

Regions
“The dominant species of the larger dominant groups tend to leave many modified descendants, and thus new sub-groups and groups are formed.”

"We have seen that it is the common, the widely-diffused, and the widely-ranged species, belonging to the larger genera, which vary most; and these will tend to transmit to their modified offspring that superiority which now makes them dominant in their own countries."

Darwin's use of the term "dominant groups" in reference to "their own countries" suggests that "dominant group" is a term in the science of regions.

"The term Muslim world is sometimes used to refer to the region of the world where Islam is dominant." The term "dominant religion" is a relative synonym for "dominant group".

The question becomes, "Which came first the "dominant group" or the region?"

"Groups, according to their range, may be denominated either predominant, dominant, sub-dominant, or quiescent."

As has been demonstrated in small group studies, each use of "dominant group" is accompanied in context by the region of this group. The limits which separate the group from the population, or those that determine the region or country within which the dominant group is possible may be correlated with the criteria of dominance. Changing the limits which define the region should change the dominant group or eliminate dominant groups except as an artifact of examination.

A group that wishes to become or remain as a dominant group may change the limits of a region so as to create or maintain itself as dominant. Naturally occurring apparent dominant groups may be only an artifact of the choice of regions.

Def. "[a]ny considerable and connected part of a space or surface; specifically, a tract of land or sea of considerable but indefinite extent; a country; a district; in a broad sense, a place without special reference to location or extent but viewed as an entity for geographical, social or cultural reasons" is called a region.

Def. "a subset of $$\R^n$$ that is open (in the standard Euclidean topology), connected and non-empty" is called a region, or region of $$\R^n$$, where $$\R^n$$ is the n-dimensional real number system.

Theorem any connected, non-empty topology that maps to, or can be mapped to, a subset of $$\R^n$$ is also a region, or region of $$\R^n$$.

If the theorem is true, or at least sufficient portions of it are, then any field (not just a mathematical field) may have a region within it. Further, such a region may have a dominant group.

Language contacts
"This pattern is repeated in many places throughout the world. The Irish have mostly shifted from Irish Gaelic to English, most Australian Aboriginals have shifted to English, all ethnic Ainus in Japan have shifted from Ainu to Japanese, most Livonians in Latvia have shifted from the Uralic language of their ethnic heritage to the Indo-European language Latvian, most Suba speakers in Kenya have shifted to Luo (the language of the numerically dominant group in their region), and so forth. Other language contacts are more stable, with both (or all) languages being maintained, at least over the short run."

Afghanistan
"The dominant group in Afghanistan’s poly-ethnic system is the Pashtu speaking, which constitute up to 40% of the country’s total population (Liberman, 1980)."

"Its traditional practice of Afghanistan that 'Almost always, men of the dominant group will take wives from the lesser, and almost never will a man from the lesser group marry a woman from the dominant' (Dupree, 1980: 187)."

Kenya
"The federal structure, by emphasizing the autonomy and powers of the regions, further reinforced ethnic identification and antagonism as the dominant group in each used its political strength (and any means available) to eliminate rival parties and thus to make its control absolute."

North Atlantic Ocean
"The numbers of samples for regions a, b, c, d, e, and f are 21, 8, 6, 40, 105, and 96, respectively. Panels e′ and f′ show the average numbers of nifH copies liter−1 from panels e and f without the dominant group A and filamentous phylotypes, respectively."

Turkey
"This study presents the pollen analyses of 13 floral honeys from the some regions of Turkey. The pollen analyses revealed 1 unifloral honey and 12 multifloral honeys. Pollen have been identified pertaining to 86 taxa, 74 of which were at genus level and 12 were at species level. The dominant group of pollen grains consisted of: Hedera helix, Gossypium, Trifolium, Sophora, Rhododendron, Castanea sativa, Peganum harmala and Helianthus." "The amount of pollen ranging: between 1 % and 5 % was considered as the rare group, between 6 % and 20 % was considered as the minor group, between 21 % and 50 % was considered as the secondary group and pollen exceeding 50 % was called the dominant group."

United Kingdom
"This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada. ... If a dominant group existed, therefore, the nationals were the natural members of that group. ... A market is a geographic region, time period pair."

United States of America
"Since Protestants were initially the dominant group in all regions, regional differences might be expected to be smaller among Catholics."

Zaire
"The diachronic changes of two gorilla groups in the Kahuzi region are studied. ... The dominant group, ie, the group led by a more dominant male, has priority of ranging among neighboring groups."

Stars
"The darkest regions in the images are about 10% in brightness of the unspotted photosphere, that corresponds to ΔTeff ≈ 1200 K. In comparison to Hatzes' (1995) results for the close season (July 1994) the position and structure of the dominant group is very similar, but there is some difference in the near-equatorial spot."

Hypotheses

 * 1) Dominant group or any early synonym may be unique to the northern hemisphere or cultures that also overlap the Earth's equator into the northern hemisphere.
 * 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.

title: Dominant group/Regions


text:
CIVICS/Material on South Caucasus Biodiversity

The idea of transboundary conservation

 * European Greenbelt Initiative

Georgia

 * Georgia Department of Protected Areras, Overview of Protected Areas


text:
Radical Reactions

A free radical is a molecule which has an extra electron/open shell configuration. It does not satisfy the octet rule and is usually highly reactive.

Free-Radical Substition

 * Reaction : CH4 + Cl2 --> CH3Cl + HCl
 * The reaction involves a chain reaction consisting of 3 steps: initiation, propagation, termination
 * Step 1: Initiation
 * Formation of the Cl· free radical via homolytic fission of the Cl-Cl bond:
 * $$Cl-Cl \to Cl \bullet + Cl \bullet $$
 * Step 2: Propagation
 * Generation of more free radicals via the chain reaction:
 * (a) Highly reactive chlorine radicals collide with CH4 molecules and abstract one of its H atoms, forming HCl and a methyl radical
 * $$ Cl\bullet + CH_4 \to CH_3\bullet + HCl $$
 * (b) Methyl radical produced then abstracts a Cl atom from a Cl2 molecule, chloromethane and Cl· radical
 * $$CH_3\bullet + Cl_2 \to CH_3Cl + Cl\bullet$$
 * Then (a), (b), (a), (b)...
 * The chlorine free radical produced can attack another CH4 molecule and hence the process continues - a chain reaction
 * Step 3: Termination
 * Termination of the chain reaction occurs upon the collision of two free radicals with the formation of a single covalent bond:
 * $$2Cl\bullet \to Cl_2$$
 * $$CH_3\bullet + Cl\bullet \to CH_3Cl$$
 * $$2CH_3\bullet \to CH_3CH_3$$ (trace amount)
 * $$2CH_3\bullet \to CH_3CH_3$$ (trace amount)

 * Overall:   $$CH_4 + Cl_2 \to CH_3Cl + HCl$$

 * The reaction does not stop at this stage. Further substitution may arise, resulting in a mixture of multi-substituted products:

title: Radical Reactions


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User:Allytria

New user whose primary interests are Ancient Middle Eastern Studies, Paleo-Archaeology and Comparative Mythology and Religion.

title: User:Allytria


text:
User talk:Engsihn/myWork3

 * good job on finding information about bridges ---> Mir

week 2 p3 grading 1sfoerster (talk) 17:20, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade
 * If you need help with anything just let me know -> Mir

week 3 p3 grading 1sfoerster (talk) 13:19, 8 May 2012 (UTC)
 * 0/5/0 ... good job putting positive comments on team mates page

week 4 p3 grading 1sfoerster (talk) 20:50, 15 May 2012 (UTC)
 * 0/5/0 ... nothing to grade

title: User talk:Engsihn/myWork3


text: File:Buddha'slittlefingercover.jpg

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text: Category:Resources last modified in May 2012


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Gene transcriptions/Core promoters

A core promoter is that portion of the proximal promoter that contains the transcription start sites.

Biochemical definition: the minimal stretch of DNA sequence that is sufficient to direct accurate initiation of transcription. An acceptable range of the length of a core promoter is typically 60 to 120 base pairs.

Genomics definition: short sequences surrounding the transcription start sites (TSSs).

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)".

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) 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.

Promoters
Def. a "section of DNA that controls the initiation of RNA transcription as a product of a gene" is called a promoter.

Proximal promoters
Def a section of promoter DNA which includes the transcription start sites that is neighboring the start sites is called a proximal promoter.

Cores
Def. a central or most important part of something is called a core.

Theoretical core promoters
Def. "the factors, including RNA polymerase II itself, that are minimally essential for transcription in vitro from an isolated core promoter" is called the basal machinery, or basal transcription machinery.

Def. one or more sequence motifs containing the transcription start sites (TSSs), juxtaposed to the motif containing the TSSs, or in the proximal promoter that are only found in this core of motifs is called a core promoter.

Metal responsive elements
A metal responsive element (MRE), or TGC box, may occur in the core promoter of some human DNA genes.

"The metallothionein (MT) genes provide a good example of eucaryotic promoter architecture. MT genes specify the synthesis of low-molecular-weight metal-binding proteins. They are transcriptionally regulated by the metal ions cadmium and zinc (11), glucocorticoid hormones (18), interferon (14), interleukin-1 (22), and tumor promoters (2). The metal ion regulation of MTs is conferred by a short sequence element called the metal-responsive element (MRE [21]) or TGC box (31, 34), which functions as a metal ion-dependent enhancer."

GC boxes
Def. a "sequence of contiguous guanine, guanine, guanine, cytosine, and guanine, in that order, along a DNA strand" is called a GC box.

"[A] GC box is a distinct pattern of nucleotides found in the promoter region of some eukaryotic genes upstream of the TATA box and approximately 110 bases upstream from the transcription initiation site. It has a consensus sequence GGGCGG which is position dependent and orientation independent. The GC elements are bound by transcription factors and have similar functions to enhancers. "

"A large subclass of polymerase II promoters lacks both TATAA and CCAAT sequence motifs but contains multiple GC boxes. This promoter class includes several housekeeping genes (e.g., the genes encoding dihydrofolate reductase [DHFR] ..., hydroxymethylglutaryl coenzyme A reductase [39], hypoxanthine guanine phosphoribosyltransferase [33], and adenosine deaminase [46]) [and] nonhousekeeping genes (e.g., the transforming growth factor alpha [9, 23], rat malic enzyme [36], human c-Ha-ras [21], epidermal growth factor receptor [22], and nerve growth factor receptor [42] genes)."

"[A] GC box-binding factor is required for transcription and ... a truncated promoter containing one GC box is transcriptionally inactive (44). ... the DNA-protein interactions occurring at the GC boxes in the DHFR promoter are functionally distinct and that factors binding to the GC boxes must interact in a position-dependent manner."

"In promoters containing multiple GC boxes but lacking the TATAA box, transcription start sites may be single and specific, as observed in the nerve growth factor receptor gene (42) and the cellular retinol-binding protein gene (37), or there may be multiple heterogeneous start sites, such as those found in the c-myb (4), insulin receptor (45), and Ha-ras (21) genes. ... GC boxes are responsible for directing transcription from the major and the minor start sites. ... All TATAA-less promoters have at least two GC boxes".

"A GC box sequence, one of the most common regulatory DNA elements of eukaryotic genes, is recognized by the Spl transcription factor; its consensus sequence is represented as 5'-G/T G/A GGCG G/T G/A G/A C/T-3' [or 5′-KRGGCGKRRY-3′] (Briggs et al., 1986)."

HY boxes
A core responsive element is the hypertrophy region HY box between -89 and -60 nucleotides (nts) upstream from the transcription start site.

CAAT boxes
"[A] CCAAT box (also sometimes abbreviated a CAAT box or CAT box) is a distinct pattern of nucleotides with GGCCAATCT consensus sequence that occur upstream by 75-80 bases to the initial transcription site. The CAAT box signals the binding site for the RNA transcription factor, and is typically accompanied by a conserved consensus sequence. It is an invariant DNA sequence at about minus 70 base pairs from the origin of transcription in many eukaryotic promoters. Genes that have this element seem to require it for the gene to be transcribed in sufficient quantities. It is frequently absent from genes that encode proteins used in virtually all cells. This box along with the GC box is known for binding general transcription factors. CAAT and GC are primarily located in the region from 100-150bp upstream from the TATA box. Both of these consensus sequences belong to the regulatory promoter. Full gene expression occurs when transcription activator proteins bind to each module within the regulatory promoter. Protein specific binding is required for the CCAAT box activation. These proteins are known as CCAAT box binding proteins/CCAAT box binding factors. A CCAAT box is a feature frequently found before eukaryote coding regions".

B recognition elements
"The B recognition element (BRE) is a DNA sequence found in the promoter region of most genes in eukaryotes and Archaea. The BRE is a cis-regulatory element that is found immediately upstream of the TATA box, and consists of 7 nucleotides."

"The Transcription Factor IIB (TFIIB) recognizes this sequence in the DNA, and binds to it. The fourth and fifth alpha helices of TFIIB intercalate with the major groove of the DNA at the BRE. TFIIB is one part of the preinitiation complex that helps RNA Polymerase II bind to the DNA."

The consensus sequence is 5’-G/C G/C G/A C G C C-3’.

The general consensus sequence using degenerate nucleotides is 5’-SSRCGCC-3’, where S = G or C and R = A or G.

"The position in nucleotides (nt) relative to the transcription start site (TSS, +1)" is -35 for the BRE. Of human promoters, some "22-25% [are] BRE containing promoters ... the functional consensus sequences for BRE ... motif [is] still poorly defined."

EIF4E basal elements
The EIF4E basal element, also eIF4E, (4EBE) is a basal promoter element for the eukaryotic translation initiation factor 4E. "Interactions between 4EBE and upstream activator sites are position, distance, and sequence dependent."

TATA boxes
Def. a "DNA sequence (cis-regulatory element) found in the promoter region of genes in archaea and eukaryotes" is called a TATA box.

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

TBP-like factors
Notation: let the symbol TLF designate a TATA binding protein-like factor.

The human gene TBPL1 (TBP-like 1, also TLF and TRF2 ), GeneID: 9519, encodes a protein that "does not bind to the TATA box and initiates transcription from TATA-less promoters."

Downstream TFIIB recognition
The downstream TFIIB recognition element (dBRE) has a consensus sequence in the transcription direction on the template strand of 3'-RTDKKKK-5', using degenerate nucleotides, or 3'-A/G-T-A/G/T-G/T-G/T-G/T-G/T-5'.

dBRE is cis-TATA box, between the TATA box and the Inr or transcription start site (TSS) and trans-TSS.

Initiator elements
For RNA polymerase II holoenzyme to transcribe a gene, the gene's promoter must be located. After the promoter is located, the transcription start site (TSS) is pinpointed by using nucleotide sequences that include the TSS or perhaps allow distance measurement to the TSS. Within the promoter, most human genes lack a TATA box and have an initiator element (Inr) or downstream promoter element instead.

"RNA pol II itself recognizes features of the Inr which might assist the correct positioning of the polymerase on the promoter (Carcamo et al., 1991; Weis and Reinberg, 1997)."

Transcription start sites
The transcription start site (TSS) is the location on the DNA template strand where transcription begins at the 3'-end of a gene. This location corresponds to the 5'-end of the mRNA which by convention is used to designate DNA locations. For example, the 5'-TATA-box-3' designation refers to the directionality of the mRNA and corresponds to the 3'-TATA-box-5' designation for nucleotides on the template strand. The template strand is the DNA strand being transcribed by RNA polymerase.

Downstream core elements
"[N]onredundant human promoter sequences 600 bp long (−499 to +100 bp around the TSS) [are available] from [the] Eukaryotic Promoter Database (EPD) release 75 (4, 68) (http://www.epd.isb-sib.ch/), and ... promoters sequences 1,200 bp long (−1,000 to +200 bp) [are available] from the Database of Transcriptional Start Sites (DBTSS) (59, 74, 75) (http://dbtss.hgc.jp/index.html)".

The downstream core element (DCE) is a transcription core promoter sequence that is within the transcribed portion of a gene.

The consensus sequence for the DCE is CTTC...CTGT...AGC. These three consensus elements are referred to as subelements: "SI is CTTC, SII is CTGT, and SIII is AGC."

The number of nucleotides between each subelement can apparently vary down to none.

A core promoter that contains all three subelements may be much less common than one containing only one or two. "SI resides approximately from +6 to +11, SII from +16 to +21, and SIII from +30 to +34."

SI as 3'-CTTC-5' can occur as 3 of 4 (CTT, TTC) or 4 of 4 (CTTC). SII as 3'-CTGT-5' can also occur as 3 of 4 (CTG, TGT) or 4 of 4 (CTGT). SIII as AGC is not known to vary.

DCE SIII can function independently of SI and SII.

Transcription factor II D (TFIID), a transcription factor that is part of the RNA polymerase II holoenzyme, interacts with promoters containing only SIII of the DCE suggesting a critical spacing parameter between SIII and the TATA box, initiator element, or some combination of the two. TFIID probably serves as a core promoter recognition complex.

TAF1 interacts with the DCE in a sequence-dependent manner.

The differences between core promoters with downstream elements may be explained by

 * 1) "TATA- and DPE-dependent promoters are specific for particular enhancers" ,
 * 2) "preferences of activators for specific core promoter architectures", and
 * 3) "the presence of a DCE or [downstream core promoter element (DPE)] might be indicative of an architecture designed for specific regulatory networks, such as the regulation of housekeeping promoters versus tissue-specific promoters (or other highly regulated promoters) or the regulation of subsets of viral promoters."

Motif ten elements
The motif ten element (MTE) is a downstream core promoter element that "promotes transcription by RNA polymerase II when it is located precisely at positions +18 to +27 relative to A+1 in the initiator (Inr) element."

The motif 10 consensus sequence is CSARCSSAACGS [5'-C-C/G-A-A/G-C-C/G-C/G-A-A-C-G-C/G-3']. By convention, the consensus sequence 5'-C-C/G-A-A/G-C-C/G-C/G-A-A-C-G-C/G-3' is stated as it would be translated into mRNA. In the direction of transcription on the template strand this consensus sequence becomes 3'-C-C/G-A-A/G-C-C/G-C/G-A-A-C-G-C/G-5'.

Downstream promoter elements
"The downstream promoter element (DPE) is a core promoter element ... present in other species including humans and excluding Saccharomyces cerevisiae. Like all core promoters, the DPE plays an important role in the initiation of gene transcription by RNA polymerase II."

The core sequence of the DPE is located precisely +28 to +32 nts relative to the A+1 nt in the Inr.

Hypotheses

 * 1) Each portion of a DNA that becomes active has a core promoter.
 * 2) The "minimal portion of the promoter required to properly initiate transcription".

title: Gene transcriptions/Core promoters


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User:Aosamadesu

Intro
Hello! I am Aosamadesu and this is my user page. I am trying to contribute to the Wikiversity society to make it a better place for everybody. My goal is to help as much as I can on as many topics that I know, checking for inaccurate information, unreliable sources, and just helping as many as I can.

Contact Information
So, I'm open to any messages about topics that I signed up as a mentor. If you also have questions on related topics, I may be able to help (not a guarantee). You should also check my discussion page to see if your question was already asked. [mailto:griffentate@me.com?subject=Wikiversity%20Question Email] is a great option if you want to connect, but please message me first on my discussion page to let me know.

title: User:Aosamadesu


text:
User talk:Kcogle

 Hello Kcogle, 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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 * 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! Jtneill - Talk - c 11:45, 1 May 2012 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 12:04, 2 July 2012 (UTC)

title: User talk:Kcogle


title: File:Sampling.4.B.Down.20120501.pdf


title: File:Sampling.5.B.Up.20120501.pdf


text: File:Midi 1.JPG

title: File:Midi 1.JPG


title: File:Photo-1.JPG


title: File:Photo-2.JPG


text: File:Photo midi.JPG

title: File:Photo midi.JPG


title: File:Photo-4.JPG


title: File:Angles.20120501.pdf


text:
User:Spark93/enes100/my work 3

Write problem/project Goal
What is your wording of the overall problem/project goal?

My First Task
What are you going to do for the team this first weekend?

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

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

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
What i did over break is look at last semesters helicopter projects and design a landing gear for the quadcopter.

Week3 Narrative
So i look through all the last helicopter projects was reading and summarizing their work. Most of them played around with the Parrot Drone and flew it around. While other groups tried to build their own quadcopter. Looking through their work, most of the groups go as far as just getting a motor to spin using an arduino. Besides that they documented what they were trying to do. Some were flying the Parrot Drone and used to to play games for it on their smartphones. Drone Games But my main focus on is looking for the groups that took apart the parrot Drone so I could get a better understanding of who to disassemble the Drone and put a better landing gear on it. It took awhile finding the pictures of the inner components because the group didnt really say they took it apart. Many clicking links and reading peoples works later, finally found a person who took pictures of the inner parts of the Parrot Drone. Drone Parts

My Fourth task
Try to design and create a better landing gear for the Parrot Drone

Summary of actual work over fourth weekend
What I did this week was I tried to go to use 123D to make a model of a landing gear for the Parrot Drone.

Week4 Narrative
So this weekend I was look at the current drone landing gear.Parrot Landing Gear After I saw way this is not an effective (made out of plastic), everytime it would land on a hard surface(tiles, concrete floors) it would probably break. So i look online to see other quadcopters other people have built to brainstrom a new design for a new one. I think the easiest one is one.Pole Landing gear because you just need to poles on the bottom of the drone but might tip over if you land on it wrong. Another design I figured that could work is this one. Plane Landing Gear This would really work on a quadcopter because it has a hydraulic system on it so i can absorb the impact and would break the landing gear. But lets be realistic, its not possible for me to build that because i dont know of anything that has a some hydraulic system like that. Maybe if i bought one it could be down but there is no point of just buying one and assembling it. At the end i ended up trying to tackle this one down to make. Bent Gear This one is simple and looks pretty effictive because you can tell it would be able to absorb the impact from landing. The bent metal/ or aluminum sheet bent like that can at like a spring and take an impact of a hard landing. The next step was trying figure out how to create a model of it in 123D. Im not really used to this program cause i never used it but i did used something similar in high school called but forgot the name of it. After installing the program. it took me like 5 hours to figure out what each feature did. So first awhile it would just crach on me. I dont know why but it would try to make something 3d and seconds later my computer slows down and the programs crashes. After awhile i gave up with it and just go and try to find out the dimensions on it. I couldnt find how they made it but found a video of the maker of that copter flying it.[http://www.youtube.com/watch?v=yleCmzsYx24&feature=player_embedded#! Quadcopter] Then i later found a video of the military using quadcopter to uses as a spy plane and take out enemies. Military Quadcopter

Complete Team Page
Team Form

title: User:Spark93/enes100/my work 3


text:
User talk:JBers/enes100/My Work3

Hey great job on the code, and I figure the best way to mount the arduino is on top of the battery pack, and feed the leads through the holes in the bottom of the battery casing. 1wPhipps (talk) 14:14, 1 May 2012 (UTC)

week 2 p3 grading 1sfoerster (talk) 16:44, 1 May 2012 (UTC)
 * 10/0/50 .. good work with the code to turn the fans off and on, plus the video ... the sound of everyone talking was great!

week 4 p3 grading 1sfoerster (talk) 20:24, 15 May 2012 (UTC)
 * 10/0/70 .. good work with the arduino code and the motor shield

title: User talk:JBers/enes100/My Work3


text:
User talk:Lsun224/enes100/My Work 3

week 2 p3 grading 1sfoerster (talk) 16:38, 1 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 3 p3 grading 1sfoerster (talk) 12:46, 8 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

Good observation on the low torque of the motor. Maybe that can be fixed with a gearbox? -Zechariah

week 4 p3 grading 1sfoerster (talk) 20:21, 15 May 2012 (UTC)
 * 10/0/50 ... good work

title: User talk:Lsun224/enes100/My Work 3


text:
User talk:Brianwcallaghan/myWork3

week 2 p3 grading 1sfoerster (talk) 16:47, 1 May 2012 (UTC)
 * 10/5/10 .. good report, I know you cut out parts of the crank shaft, but nothing is appearing here that others can use to replicate your work

week 3 p3 grading 1sfoerster (talk) 13:06, 8 May 2012 (UTC)
 * 10/5/100 ... good work .. pictures are great

week 4 p3 grading 1sfoerster (talk) 20:28, 15 May 2012 (UTC)
 * 10/0/60 ... for the tutorials

title: User talk:Brianwcallaghan/myWork3


text:
User talk:303428mwatson/enes100/My Work 3.0

week 2 p3 grading 1sfoerster (talk) 17:28, 1 May 2012 (UTC)
 * 10/0/10 ... lots of words, no meat ... what were the issues? Listing the details here would have earned you more points .. what program are you using? ... a listing or name of it would have been good ... "manipulate power supply" words don't make sense ... do you mean "turn motor on and off?" ... "cutting and splicing" do you mean "cut and paste" ... what did you cut and paste? ... what is syncronize motor shield driver with arduino .. do you meand "install the motor driver software" ... please focus on details and record facts .. no comments on team mates pages, no third task

week 3 p3 grading 1sfoerster (talk) 13:34, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p3 grading 1sfoerster (talk) 20:52, 15 May 2012 (UTC)
 * 10/0/100 ... lots of work good job


text:
User talk:ChimaEzen/My work for Putt Putt

week 2 p3 grading 1sfoerster (talk) 17:31, 1 May 2012 (UTC)
 * 10/0/20 .. good videos and description of what was done .. do not build anything .. create drawings of how the inkjet printer head is going to connect to the existing pendulum, create drawings of how to mount the inkjet assembly on the existing frame

week 3 p3 grading 1sfoerster (talk) 13:36, 8 May 2012 (UTC)
 * 10/0/50 .. good job with the shelf .. why not use screws to hold up? thumb tacks and hot glue? that makes no sense .. need positive comments on team mates pages and description of what you are doing the last week of class

303428mwatson (talk) 05:05, 15 May 2012 (UTC)
 * The guitar stand may work; right now I have it connected with a loose ream of duct tape...see my vids.


text:
User talk:Je7den/enes100/My Work3

week 2 p3 grading 1sfoerster (talk) 17:40, 1 May 2012 (UTC)
 * 10/10/5 ... I see that you read through previous groups work ... but don't see where you cleaned up their wiki pages, ... which is what you want to do for points when you run your fresh mind through something.

week 3 p3 grading 1sfoerster (talk) 13:46, 8 May 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p3 grading 1sfoerster (talk) 21:00, 15 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

title: User talk:Je7den/enes100/My Work3


text:
User talk:Spark93/enes100/my work 3

week 2 p3 grading 1sfoerster (talk) 17:42, 1 May 2012 (UTC)
 * 0/0/0 ... nothing to grade

week 3 p3 grading 1sfoerster (talk) 13:52, 8 May 2012 (UTC)
 * 10/0/10 ... no fourth task, no comments on team mates pages, nothing I could find where you summarized other groups work, links to previous teams pages are interesting but don't push the project forward.

week 4 p3 grading 1sfoerster (talk) 21:06, 15 May 2012 (UTC)
 * 10/0/100 ... great video and pictures of alternative landing gear

title: User talk:Spark93/enes100/my work 3


text:
User talk:MundaneUser/enes100/My Work Beatmaker

week 2 p3 grading 1sfoerster (talk) 18:00, 1 May 2012 (UTC)
 * 10/10/100 ... keep it up!!

week 3 p3 grading 1sfoerster (talk) 13:45, 8 May 2012 (UTC)
 * 10/10/50 ... I really like your links to stuff you found useful and the narrative you used to tie them together.

week 4 p3 grading 1sfoerster (talk) 20:59, 15 May 2012 (UTC)
 * 10/10/75 ... great job


text:
User:Leeatwood/Frank Weston Benson

Due to the importance of Frank Weston Benson (Massachusetts 1864?-1951), I wanted to begin a page for him. He was and may still be America's most awarded artist.

After studying at the Academie Julien in Paris he returned to America and was extremely successful as a portrait artist and and impressionist. Resulting financial success allowed him to devote time to his love for the natural world, waterfowling and fishing. He began to portray the natural world in a way that had not been attempted before. He created the genre of the sporting etching, and there has been no one to equal him since. I will continue a discussion of him and his work at a later time.

title: User:Leeatwood/Frank Weston Benson


text:
Wikiversity:Colloquium/archives/April 2012

Involved admin acting out of order
I am concerned that even after I changed a comment to be nothing of an "attack", Thenub314 summarily deleted it (a second time) for the same phony reason given the first time. Silver Seren is a brand new user whose first action on Wikiversity was to accuse another thoughtful user of being a "sockpuppet", and attempting to damn that user by association with an external website (Wikipedia Review) that Silver Seren himself has contributed to hundreds of times! Apparently, according to Thenub, one is not allowed to point out this hypocrisy with any form of parody (by copying essentially the script of Silver Seren's own post, then amending it to apply to Silver Seren, and not to Gnetwerker). I fail to see what gives Thenub this authority to censor critique that he fails somehow to see how it applies, but is erroneously quick to label an "attack". I wish for my perfectly valid comment to be restored (preferably by Thenub, to show that he understands his transgression). If he is unable to bring himself to do that in the next several days, I will restore it myself, as it is not an attack. It is a critique of hypocrisy. --Thekohser (talk) 19:35, 13 April 2012 (UTC)

New idea of generating electricity
Hi, it was the idea that stuck to me when i was sitting near the beach watching sunset. Our planet Earth consists of 97% of water and in that we have 96% of ocean and seas. Why can't we generate electricity that is cleaner and available all the time. The sea consists of electrolytes, that can produce electrons which is used to carry the charge and generate electricity. Scientist all over the world should do research over this. We should not rely all the time on the coal and nuclear energy, one day they will also vanish too from the Earth. Being an Engineering student, this kind of ideas stuck me always. I will always try to find and research on this idea.

 * I can think of many good scientific reasons why this would not work. In particular, in an electrolyte the electrons will move around at random and not in the same direction, hence do not create a usable current.  However, why not write this up as an article and then it can be discussed?--Collingwood (talk) 12:29, 20 April 2012 (UTC)

Wikimania 2012
Hi guys, I just got granted a scholarship to attend Wikimania 2012 in D.C!! Who else from wikiversity will be attending?? Hope to meet some of you there finally!! --Thuvack | talk 18:20, 21 April 2012 (UTC)
 * Congratulations, Thuvack. Please let us know more! -- Jtneill - Talk - c 00:06, 26 April 2012 (UTC)

Terms of Use update
As you may be aware, given the banner notice, Wikimedia has updated its Terms of Use. This updated version will become effective on May 25, 2012, and can be reviewed here. To find out more, please visit wmf:New Terms of use/en. Thanks. :) --Mdennis (WMF) (talk) 23:48, 25 April 2012 (UTC)

Department of human evolution
Hello there, I was wondering if I could start a page for The Department of Human Evolution. It could be part of Anthropology. Thank you, Thehorrorhound. --Thehorrorhound (talk) 07:01, 27 April 2012 (UTC)

 * I think that would be fine - feel welcome e.g., start School:Human evolution; see also Category:Human evolution and Topic:Human evolution. Sincerely, James -- Jtneill - Talk - c 07:10, 27 April 2012 (UTC)

gunn diode
hi, can somebody describe me about the working of gunn diode. Please see gunn diode.Leutha (talk) 23:48, 29 April 2012 (UTC)


title: File:Signal.3.A.SimSyn.20120502.pdf


text:
TESOL/Describing faces

Resources
Describe one of these faces.

title: TESOL/Describing faces


text:
User talk:Aosamadesu

 Hello Aosamadesu, 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! Jtneill - Talk - c 05:49, 2 May 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.

Just looking for a quick explanation of a couple HTML things.
Hey I am Brad7503. I just started the HTML a couple of days ago. I had two questions regarding the lessons here on Wikiversity.

First: Is there a difference between "strong" and "b" both seem to accomplish the same thing.? The same goes for "em" and "i"? (all within their respective <>)

Second: Do I need to learn the codes that are being phased out like the "font" codes and "center". The ones being replaces by CSS?

P.S. I have no idea whatsoever if this is the appropriate way to contact someone. I am very new to profiles on Wikiversity and Wikipedia. So if I was supposed to do this differently I am sorry.

title: User talk:Aosamadesu


text:
User:AnandVivekSatpathi

welcome Anand Vivek Satpathitalk 07:28, 2 May 2012 (UTC)

title: User:AnandVivekSatpathi


text:
TESOL/Delayed copying

Delayed copying is a very simple method of studying a foreign language where the learner reads a small amount of text, holds it in memory for a moment, and tries to write it exactly as it was written. The key is to do this with as long a piece of text as the learner can accurately remember.

Exercises
These sentences come from 1910 Cuba hurricane.

Beginners should do the exercises in the section Beginner. Students who have studied a long time might want to try Intermediate. For students who have studied English for many years and have good memories, Advanced is best.

Beginner
{  { The 1910 Cuba hurricane was said }
 * type="{}"}

{  { to be one of the worst }
 * type="{}"}

{  { tropical cyclones that has }
 * type="{}"}

{  { ever hit Cuba. }
 * type="{}"}

{  { The storm formed in }
 * type="{}"}

{  { the southern Caribbean Sea }
 * type="{}"}

{  { on October 9, 1910. }
 * type="{}"}

Intermediate
{  { The 1910 Cuba hurricane was said to be one of _60 }
 * type="{}"}

{  { the worst tropical cyclones that has ever hit Cuba. _60 }
 * type="{}"}

{  { The storm formed in the southern _60 }
 * type="{}"}

{  { Caribbean Sea on October 9, 1910. _60 }
 * type="{}"}

Advanced
{  { The 1910 Cuba hurricane was said to be one of the worst tropical cyclones that has ever hit Cuba. _100 }
 * type="{}"}

{  { The storm formed in the southern Caribbean Sea on October 9, 1910. _100 }
 * type="{}"}

{  { It grew stronger as it moved northwest. It then made landfall on the western end of Cuba. _100 }
 * type="{}"}

title: TESOL/Delayed copying


title: File:Sampling.3.B.Over.20120502.pdf


title: File:Angles.20120502.pdf


text: File:Photo on 5-2-12 at 2.01 PM.jpg

title: File:Photo on 5-2-12 at 2.01 PM.jpg


text:
User:1sfoerster/enes100/Tri-BotHack/EncoderTest

/* Program to test encoders of WowWee Tribot Based upon the button example program

//first define constants const int buttonPin = 6;    // the number of the pushbutton pin const int ledPin = 13;      // the number of the LED pin int buttonState = 0;        // variable for reading the pushbutton status

void setup { // initialize the serial communications: Serial.begin(9600); // initialize the LED pin as an output: pinMode(ledPin, OUTPUT); // initialize the motor encoder as input: pinMode(buttonPin, INPUT); // initialize the motor control output button pinMode(12, OUTPUT); //yellow wire to motor enable 1 }

void loop{ // read the state of the motor encoder buttonState = digitalRead(buttonPin); digitalWrite(12, HIGH);  // turn motor on

// check if the encoder is high // if it is, the buttonState is HIGH: if (buttonState == HIGH) { // turn LED on: digitalWrite(ledPin, HIGH); Serial.print("high"); }  else { // turn LED off: digitalWrite(ledPin, LOW); Serial.print("low"); } delay(2000);              // wait two seconds digitalWrite(12, LOW);   // set the LED off delay(2000);             // wait for two seconds }


text:
LearningIT

This page has been created by a Wikiversity student to help other studenst and trainees learning IT.

Q: What is IT.

A: Information Technology is concerned with the technology to treat information. The acquisition, processing and storage of information by computing and telecommunications are it's main fields. It's new emerging fields are web technologies, bio informatics, cloud computing, global information systems and large scale knowledge-bases. In short, anything that renders data, information or perceived knowledge in any visual format via any multimedia is considered part of IT.

You can ask further questions on our 24/7 free help site. www.help-me-blog.com

www.help-me-blog.com

title: LearningIT