OpenLLM-France/wikimedia huggingface dataset:
# Gene regulation in prokaryotes/Review
### Question 1: The Arabinose Operon
#### Part A

Like the products of the lac operon, the products of the ara operon degrade a sugar so it can supply energy for the cell. From this knowledge, would you expect the ara to be repressible or inducible? Explain

#### Part B

AraC is required both as an activator and a repressor. Which activity is favored in the presence of arabinose? Explain.

#### Part C

When araC mutants were first anaylzed, people concluded that AraC protein acts as an activator, not a repressor. Explain why they came to this conclusion.

#### Part D

What effect, if any would be the effect of deleting the araO$_2$ sites where AraC binds?

#### Part E

Explain how the presence of glucose will affect expression of the ara operon. Be specific!

### Question 2: The Lac Operon
#### Part A

For each of the E. coli diploids that follow, indicate whether the strain is inducible, constitutive or negative for β-galactosidase and permease.
i$^-$o$^+$z$^-$y$^+$/i$^-$o$^c$z$^+$y$^-$
i$^+$o$^+$z$^+$y$^+$/i$^-$o$^c$z$^+$y$^-$

#### Part B

Suppose you have isolated a Lac$^-$ mutant and by genetic analysis have found that the cell is z$^+$y$^+$; you have also found that the mutation, which you call i*, is in the i gene. The diploid i*o$^+$z$^+$y$^+$/i$^-$o$^+$z$^+$y$^+$ is constructed and found to be Lac$^-$
Is i* dominant or recessive?
The diploid i*o$^+$z$^+$y$^+$/i$^+$o$^c$z$^+$y$^+$ is Lac$^+$. Suggest a property of the mutant repressor that would explain this phenotype. Explain your answer.
Would i*o$^+$z$^+$y$^+$/i$^+$o$^c$z$^-$y$^+$ make β-galactosidase? Explain.
# Filmmaking Basics/Editing Entrance Exam

Congratulation
Free Disk Editing Workshop DVD-Video Once you finish your storyboard using FrameForge 3D Studio, you qualify for the free Editing Workshop for the film editing or the film scoring course. This disk is a good test of your computer software to see if you have the right stuff. Contact me and tell me that you want the test disk. :
* Contact your instructor
* Your instructor for this film editing class is Robert Elliott. You can email me by clicking here.
# Filmmaking Basics/Editing the Animatic
## Lesson

    WikiU Film School - Lesson #007: Editing the Animatic

## Pages of this Lesson

* Title Page → You are here!!!!
* Page 1 - Editing the storyboard

## Current Location

    Wikiversity (English) $\Leftrightarrow$ Humanities $\Leftrightarrow$ Art and Design $\Leftrightarrow$ Fine Arts $\Leftrightarrow$ Film and Television $\Leftrightarrow$ Narrative Film Production $\Leftrightarrow$ Course #01 - Learning the Basics of Filmmaking $\Leftrightarrow$ WikiU Film School - Lesson #007: Editing the Animatic

## Lesson Summary

The animatic is a bit like a slide show. We take the images from the storyboards and turn them into a movie. We use the dialog we have recorded plus the temp movie film score to create an accurate timing of the final movie. The storyboards or the dialog alone will not allow us to accurately time the movie. We need to put it all together.

## The Editing Program

You can use almoat any editing program. There is only one problem. That is the size. Most editing programs (such as editing programs which work only with DV footage) are limited to the frame size. Hopefully, you can find an editing program which will letterbox the storyboard frames and not stretch them out of proportion. Both iMovie and MovieMakers should work fine.
# Filmmaking Basics/Floor plan for course 1
## Current Location

    Wikiversity (English) $\Leftrightarrow$ Humanities $\Leftrightarrow$ Art and Design $\Leftrightarrow$ Fine Arts $\Leftrightarrow$ Film and Television $\Leftrightarrow$ Narrative Film Production $\Leftrightarrow$ Course #01 - Learning the Basics of Filmmaking $\Leftrightarrow$ One possible floor plan for the movie Seduced by the Dark Side!.

## Draw The Line
### Before You Start Drawing Storyboards, Look At This Floor Plan!

    Look at the floor plan for this movie. Then draw a line between the two people in the story. Unless they move or unless you move the camera while crossing the line, never jump across this line. Rule: You must never cut from a shot on one side of the line to a different shot on the other side of the line.
The wall with the poster, the old person and the young person
Be careful when you cross the line between the Young Person and the Old Person.

### How This Works

    Above is one possible floor plan for the movie Seduced by the Dark Side!. When you are filming, you can go anywhere you want.
    However, when you are editing, you must never cut from a camera shot in the pink area to a camera shot in the green area. If you do, there will be a sudden confusion in the mind of the audience.

## Reference materials
### Reference materials for Seduced by the Dark Side! that you might need.

* All the Lesson 4 Storyboard Frames. This sheet will give you ideas for your storyboards.
   * The unformatted script. Print this script outline and use the numbers on this script for your thumbnail storyboards.
      * The original story. To get additional information for your storyboards, look at the original story.
         * The formatted script.
            * The floor plan for the movie set. This will help you plan your shots.
# Filmmaking Basics/Creating the Temp Track
## Lesson

    WikiU Film School - Lesson #005: Creating the Musical Temp Track

## Pages of this Lesson

* Title Page & List of Required Listening (In Quest of Deborah Lurie.) → You are here!!!!
* Page 1 - What is Narrative Film Music?
* The Unformatted Script - Print this page. Use this as a guide. (Or click here for the original story which contains more detail.)
* Page 2 - What tools to we need for film scoring
* Page 3 - Creating a film score for Seduced by the Dark Side!

## Current Location

    Wikiversity (English) $\Leftrightarrow$ Humanities $\Leftrightarrow$ Art and Design $\Leftrightarrow$ Fine Arts $\Leftrightarrow$ Film and Television $\Leftrightarrow$ Narrative Film Production $\Leftrightarrow$ Course #01 - Learning the Basics of Filmmaking $\Leftrightarrow$ WikiU Film School - Lesson #005: Creating the Musical Temp Track

## Lesson Summary

Why are we creating music so early in the filmmaking process? We need to get accurate timing for the animatic by having the actual music (or a good rough draft of the musical cues for our movie.)
And besides, creating music (or is it butchering music) is great fun!!!!

### Required Reading and Research

Who is Deborah Lurie and why is she so important?
* Start by going to www.imdb.com for a list of the credits for the extremely talented Deborah Lurie. Notice that her first full credit as a film composer is for George Lucas In Love.
* Skim through the article at www.theforce.net about George Lucas In Love. Look for the part about the film score.
* And most importantly, notice that Wikipedia does not even mention Deborah Lurie at George Lucas In Love. Amazing!!!!
* Then download and watch George Lucas in Love.
* Finally turn down the sound and watch this movie without music.
It is Deborah Lurie's music which makes this movie a success.
And it is the music for our movie which will make it a success.

## Music For Our Movie

Our movie can be just as powerful (and hopefully as popular) as George Lucas In Love. The only way we can do that is by having music which is just as powerful as Deborah Lurie's score for George Lucas In Love.
So we have to figure out how Deborah did this and we have to do it.

## Download Star Wars MIDI file

Down the midi file called "OEML-24766.mov" and begin listening to it.
Make a list of the themes that you like from this midi file. If you know how, butcher the MIDI file and create shot midi files with individual themes. Email the themes to me to be posted here.

## Where do we need musical themes

To be continued...
# Evidence-based assessment/Instruments/Modified checklist for autism in toddlers

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
The Modified Checklist for Autism in Toddlers (M-CHAT) is a psychological questionnaire that evaluates risk for autism spectrum disorder in children ages 16–30 months. The 20-question test is filled out by the parent, and a follow-up portion is available for children who are classified as medium- to high-risk for autism spectrum disorder. Children who score in the medium to high-risk zone may not necessarily meet criteria for a diagnosis. The checklist is designed so that primary care physicians can interpret it immediately and easily.

## Scoring and interpretation

The first section of the M-CHAT identifies 20 behavioral characteristics of the autism spectrum and asks if the child has experienced any of them. If the parent reports a sufficient number of characteristics for the child in this section, a follow-up form outlining specific questions pertaining to that characteristic would be administered by the researcher. It does not have to be completed for characteristics the child does not possess. The follow-up form asks questions based on a flow-chart format, ultimately categorizing the child as “pass” or “fail” for each characteristic.

### Item breakdown

For the first section, a response of “no” for all questions except 2, 5, and 12 indicate risk of autism spectrum disorder. A response of “yes” indicates ASD risk for the remaining three questions.
For the follow-up section, the flowchart format will direct the researcher in determining whether or not the child’s behavior is suggestive of ASD. If the parent describes abnormal behavior, the child will fail that item.

### Interpretation of subscale scores

A total score of 2 and below on the first part of the M-CHAT indicate low autism risk, but children under 24 months should nevertheless be tested again after their second birthday. A total score of 3-7 indicates medium risk and prompts administration of the follow-up form. Even with the follow-up form, some children who fail the M-CHAT will not be diagnosed with ASD, but may still be at risk for other developmental disorders. A total score of 8 or higher indicates high autism risk, and the follow-up form can be bypassed for immediate referral to a professional for diagnosis.
The follow-up form has its own scaling. If the child fails at least two items, the child should be referred to a professional for diagnosis.

## External Links

* Society of Clinical Child and Adolescent Psychology
* EffectiveChildTherapy.Org information on autism spectrum disorder
# Descriptive science

☞ This page belongs to resource collections on Logic and Inquiry.
A descriptive science, also called a special science, is a form of inquiry, typically involving a community of inquiry and its accumulated body of provisional knowledge, that seeks to discover what is true about a recognized domain of phenomena.

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Descriptive Science @ InterSciWiki
* Descriptive Science @ Subject Wikis
* Descriptive Science @ Wikiversity
* Descriptive Science @ Wikiversity Beta
# Descriptive statistics and graphing

| SRDP Home | Survey design | Descr/ Graphs | Correl- ation | EFA | Psycho- metrics | MLR | Signifi- cance | Power | Effect size | Conf. intervals | Acad. integrity |
Lectures | Tutorials | Assessment
Completion status: this resource is ~25% complete.
Educational level: this is a tertiary (university) resource.
This learning resources explains descriptive statistics and graphical techniques for the first phase of dealing with a dataset (after data screening).
In order to describe and understand a variable, descriptive statistics and graphing are recommended. Univariate descriptive statistics and graphs should also be used prior to proceeding with bivariate and multivariate analyses.
The main descriptive statistics of interest are the sample size, central tendency (e.g., mean, mode, median), variation (e.g., variance, standard deviation, range, percentiles), shape of response distributions (e.g., modality, skewness, kurtosis), and also frequencies and percentages.
Levels of measurement is key to determining what kinds of descriptive statistics and graphical techniques are appropriate for a given variable. Commonly used univariate graphs include bar charts and histograms, but also includes boxplots and stem and leaf plots. :

## Topics

* Descriptive statistics
* Graphing
* Levels of measurement

## Readings

* Presenting data (Statistics Glossary)
# Design

Design may refer to:
* Computer-aided design
* Costume design
* Fashion design
* Graphic design
* Industrial design
* Instructional design
* Intelligent design
* Interior design
* Machine design
* Structural design
* Web design

## Resources

* Wikipedia: Design
# Descriptive statistics

Two aspects of single variables (univariate) should be graphed and described:
* Central tendency
* Shape and spread of the data distribution
The choice of which graphs and descriptive statistics to use depends on the level of measurement and whether the variable is normally distributed.

## Normally distributed variables

For normally distributed variables:
* Descriptive statistics:
** Central tendency: mean, median, mode
** Spread: standard deviation, skewness and kurtosis, range, inter-quartile range, percentiles, minimum and maximum.
* Graphs:
** histogram
** box plot

## Non-normally distributed variables

For non-normally distributed variables:
* Descriptive statistics:
** Central tendency: frequencies, percentages, mode
** Spread: range, inter-quartile range, percentiles, minimum and maximum
* Graphs: bar chart, pie chart
# Fire and emergency management/Fire Officer I/Health and Safety

Enabling Objectives
* Must have knowledge and understand common everyday accidents and personal injuries in the work place.
* Must understand and enforce proper personal protective equipment be wore and safety policies and procedures are followed.
* In the event something does happen ensure the proper forms are filled and all safety policies and procedures are followed
* Must be able to recognize work place hazards and correct them to prevent possible injuries.
Enabling Oblectives
* Must have knowledge and understand safety policies and procedures in regards to the work place.
* Must be ablt to conduct a accident investigation and fill out the forms so documention is present
* Describle if any policies or procedures was broken.
* Forms must be clear and able to be understood by others who may investigate the incident.
* The ability to communicate and document must be present there will be interveiws that need to be recorded in different areas
# Fire and emergency management/Fire Service Instructor III

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Program Management
Instructional Development
Instructional Delivery
Evaluation and Testing
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/Fire Officer I/Administration

4,4,1 Termial Objects Department implementation of a new or changes to a existing policy.Policy must be at the unit level. Recommend changes must be reveiwed and communicated so when implemented it is understood.
Enabling Objectives
* Policies must be communicated and written so they are understood.
* Improvements and or new policies are at unit level
4.4.2 Termial Objectives Given the forms and record-management system.Unit level administrative must execute functions to complete forms and logs. All forms and logs must be maintained in accordance with policies and procedures
Enabling Objectives
* Must understand proper recond management
* Must understand all department policies and procedures in referrence to logs and forms
* Must be able to fill out all forms and logs
4.4.3 Termial Objectives Given the need for a budget. The proper budget forms must be summited. ALso they need the proper data and request forms.
Enabling Objects
* Must understand the budget process.
* Must understand the policies and procedures in regard to the budget
* Must reveiw and understand budget forms and request and also data
# Fire and emergency management/Fire Officer I/Community and Government Relations

4.3.1 Termial Objectives Given a community need.Initiate a action to address the need.Policies and procedures need to be developed in the area concerning the need.
Enabling Objectives
* Research the service organizattions and community demographics
* Research ways to improve community relations.
4.3.2 Termial Objectives Given policies and procedures when addressing a citizens concern.Initiate a action plan to address the concern.
Enabling O bjectives
* Ensure the proper people are notified to effectly and correctly address the concern.
* Use verbal communication skills when addressing the public.
* Look at ways to improve relations with the public.
4.3.3 Termial Objectives When responding to a public inquiry.Ensure that policies and procedure are follow in accordance and where applicable. Answer questions accurately and couryeously.
Enabling Objectives
* Understand how policies and procedures are applied in this matter
* Written and good Oral communication skills are needed
* The ability to interpersonally interact with the public.
4.3.4 Termial Objectives Given a target audience and specify topic. A public education must be developed.Develope a system to ensure the intended message is conveyed and understood.
Enabling Objectives
* Must understand the departments public education program.
* Must have good communication skills and be able to communicate well to a large group of people.
# Fire and emergency management/Fire Officer I/Inspections and Investigations

4.5.1
Given a fire incident. Evaluate the information of the first arriving units what their observations was upon arrival.Interviews of other personal involved with the incident must be conducted. Scene security must be set up. Preliminary reports must be filled out to determine fire cause and all pertinent information be completed and available to the investigator.
Enabling Objectives
* Must undersatnd most common causes of fire.
* Must understand and have knowledge of fire growth and development.
* Must have knowledge of when a fire needs to be investigated through the policies and procedures process.
* Must have a basic knowledge of fire cause.
* Must be able to conduct interviews and document accurately and correctly the information recieved.
4.5.2 Termial Objective
Enabling Objectives
* Must have knowledge and understand how to preserve evidence.
* Must be able to classify different types of potential evidence.
* Must understand how far and what a secure perimeter is.
* Must be able to ensure that security is in place and operating so no unauthorized persons hace access to the scene
# Fire and emergency management/Fire Officer III

Return to School of Fire and Emergency Management
About the Open Source Learning Project
Human Resource Management
Community and Government Relations
Administration
Inspections and Investigations
Emergency Services Delivery
Health and Safety
Cognitive Applications
Psychomotor Applications
Additional Training Materials
# Fire and emergency management/Fire Officer I/Emergency Services Delivery

4.6.1
Given an assigned facility. A preplan must be developed.The forms and all the required elements must be identified and completed and processed. This must be in accordance with the policies and procedures of the preplanning policies.
Enabling Objectives
* Must have knowledge of the elements of the local emergency plan.
* Must draw and project building construction at the basic level.
* Must give detailed information on the available water supply.
* A detailed list of building contents and the effect it will have on the fire load.
* This infromation must be presented both orraly and in a wriiten plan.
4.6.2
Enabling Objectives
* Must be able to analyze and be able to communicate a good scene size-up
* Must be able to have additional resources available and ready to respond if needed.
* Must understand how to activate the emergency plan at local level.
* A understanding of the evacuation procedures and the resources that will be neede to carry out safely and effectively
4.6.3 Termial objective Given an incident and the assigned resources.A action plan must be implemented at the emergency operations level. The plan must deploy the responding resources to the proper places to mitigate the situation
Enabling Objectives
* Must have knowledge and understand standard operating procedures.
* A incident management system must be implemented
* A accountability system must be implemented to personal safety and tracking.
* Resources must be available and ready to respond to mitigate the emergency.
4.6.4 Termial Objective Given a single unit incident. A post incident analysis must be developed and conducted.Forms and all the critical elements must be identified and processed to the proper channels. This is in accordance with the post incident policies and procedures.
Enabling Objectives
* Must understand what a post analysis is what this is designed to do.
* Must communicate areas that may have been problems water, building construction,fire growth fire protection systems.
* How was emergency dispathed and does the alarm assigments need to be up graded.
* The ability to fill out and complete forms in a manner to provide a means to research the incident. Must be able to communicate these findings orraly.
# Fire and emergency management/Fire Officer I/Human Resource Management

4.2.1 Terminal Objects give an assignment at an emergency operation. Assign task or responsibilities to unit members. So that the instuctions are complete,clear and concise, safety considerations are addressed;and the desired outcomes are conveyed
Enabling Objectives
* Understand how to use verbal communications durning emergency situations
* Understand technigues used to make assigmentsunder stressful situations
* Uderstand the methods of confirming understanding
* Demonstate the ability to condense over all assigments and unit task based on standard oprating procedures and training
4.2.2 Termial Objects Give out assisignments under nonemergency coditions at either a station or other work location. You must be able to assign task and responsibilities to unit members.The instructions must be clear,concise,and safety considerationsmust be address.The desired outcome must be conveyed
Enabling Objects
* Show good verbal communications skills under nonemergency conditions
* Demostrate the ability to assign task that are freqently issused based on department policies
* Understand and show techniques and methods used to cnfirm complete understanding of request.
4.2.3 Termial Objectives Assign a caompany a training evolution. Durning the evolution the unit members must provide and excute a safety plan. The company must use policies and procedures so safety plans are carried out efficiently and as directed.
* Understand safety according to policies and procedures durning a
* Understand and demonstrate the ability to issue assigments durning a taining evolution
* Understand and be able to issue good verbal communications to ensure company understands their assigment and what is required of them
4.2.4 Termial Object
Enabling Objects
* Indetify Problems and situations with members
* Understand the signs and symptoms of stess with emergency personal
* Understand and follow policies and procedures concerning employees
* Unserstand actions to be takn to provide assistance in a quick and efficient manner.
* Understand strees is a problem that everyone will face at some point in the
fire service so have a plan of action prepared
4.2.6 Termaial Objects Give a list of task and job reuirements of crew members. The list must be prioritized, a plan must be developed to coorinated for the completion of the assignments. Each member will be assign a specific task and supervision must be in place to ensure copmletion
Enabling Objects
* Understand how to set priorities
* Understand how to develope and coorinate a plan of action
* Understand how to motivate to higher levels of preformance
# Geography/Antarctica quiz

You've finished the course! Now you can head back to Geography or take an optional course, US States.