OpenLLM-France/wikimedia huggingface dataset:
# Economics and Personal Finance/Intro to Economics

Economics is the study of how people use their scarce resources to satisfy their endless wants. Microeconomics is the branch of the eocnomic theory that deals with the behavior and decision-making of small units (individuals and firms). Macroeconomics is the branch of the economic theory that deals with the behavior and decision-making of large units (government).
A producer is a person that makes things while a consumer is a person who buys the things. A need is something similar to air, food, or shelter which is necessary for survival while a want is an item that is desirable but is not essential.

## Production

* Labor/Human Resources: People who perform physical or mental work.
* Land/Natural Resources: A resource that is from mother nature, similar to: water, fuel, trees, minerals, etc.
* Capital: Humankind-created resources made to create goods and services, such as a stove, oven, printer, etc.
* Entrepreneurs: Businessmen who are risk-takers who organize these resources.

## Economies
### Traditional

* Decisions that are based upon custom and traditions.
* Activities are centered upon a small community, family or tribe.
* Bartering/trading instead of selling for a profit.

### Free Market Economy/Capitalism/Free Enterprise

* Private ownership
* Individuals compete to earn a profit
* Prices are determined by a supply and demand process
* No government involvement

#### Advantages

* Freedom of choice, innovation is encouraged

#### Disadvantages

* Income inequality, lack of security, lack of protection for the workers/consumers.

### Command Economy (Cuba, North Korea)

* Government/central authority controls everything, such as the products and prices
* Government owns the resources

#### Advantages

* No competition

#### Disadvantages

* Lack of consumer choice, very little freedom, little incentive to work hard

### Mixed Economy

* Combination of economies
* The government and the individuals share decision-making
* The U.S. is capitalist (market), but the government regulates. Most economies are mixed.

## Costs

Benefits are things that are favorable to a decision maker vs. Costs are things that are unfavorable to a decision maker.
Unintended Consequences are unexpected results [consequences] of a decision.
Oppertunity cost is what you give up for when you have made a choice between two things.
If the marginal benefit, the total satisfaction coming from an action, is smaller than the marginal costs, the total cost coming from an action, then do NOT do it!
# Economics and Personal Finance/The Power of Advertising

The goal is to create a presentation using https://piktochart.com/ on the power of advertising and how it influences your consumer choices.

## Strategy 1
### Strategy

Empathy Appeal

### Explanation

The Empathy Appeal is when a company formats an advertisement in a way that invokes human emotions, such as empathy. Companies may use the empathy appeal as a way of advertising since "...when our [people] emotions are awakened, we can be tremendously caring." (Dan Ariely, Professor of psychology at Duke University). When people's emotions have been brought out, they may be more swayed to follow what the advertisers are asking for.

## Strategy 2
### Strategy

Pain Solution

### Explanation

The pain solution is where companies present their product as a solution to a problem/a painful situation. If watchers see that a product can help them in some time of pain that they're facing, this would trigger them to go out of there way and buy the product.

## Strategy 3
### Strategy

Statistics Appeal

### Explanation

The statistics appeal presents a product with statistics. This appeal can show "concrete proof" to people that are rational and need proof that a product is useful and really works like the advertisers are claiming it to work like.

## Strategy 4
### Strategy

Endorsement Appeal

### Explanation

The endorsement appeal is when, usually, a popular celebrity supports a certain product. Although these celebrities have little to do with the product, their effect on the sales of the product is tremendous! Many people might feel motivated to buy a certain product just because their favorite celebrity is endorsing it!

## Strategy 5
### Strategy

Youth Appeal

### Explanation

The youth appeal is when advertisers present a product as a way that can make people feel younger. It is natural for people to want to feel young, so advertisers take advantage of this desire and use it to the best of their ability. Usually, the product in question can enhance the looks of people to be younger or can make them feel more energetic and stronger (characteristics of being young).
* This advertisement of Pepsi is showcasing that drinking Pepsi is an act that will make people feel younger---it also is throwing away the horrendous thought about aging ("Who needs tomorrow?")
* This advertisement from Centrum is showcasing a product which contains minerals and vitamins that can keep a consumer "louder", which implements that they can feel younger (as being loud is a characteristic of a young person)
# Evaluation Domains/Week 1

Where do definitions legitimately come from?
* 1. Some from a common-sense attempt to describe usage:
* 2. Some from somebody who had invented the term;
* 3. Some from dictionaries; which may or may not be any good. ; Disappointingly OED has done badly on evaluation terms over the years.
* * Where the definitions come from, and how good they are, is crucial when talking about the evaluation space.
I’ll talk about that, not this time, but next time as part of the discussion of Evaluation Specific methodology.
There are some places in evaluation where you can make a mark: but there are constraints on how inventive you can be:
Example; use of rubrics in marking student essays: Passing grade; but you’ve got to be willing to argue for the rightness of the evaluation;
More of the story is how kids learn what a good apple is compared to a bad apple; Definitional;
When kids learn term apple they learn number of characteristics quasi-definitional; “roughly this size, not this size” - (J; think back to seeing new apple. . .definitions are provided)
We get a lot of our evaluative [Predicates] out of common language; but they’re not entirely arbitrary.
Argue case that something is a good answer; - getting to premises; of form, “If it’s X
Sounds plausible; can’t remember the details of how he sets that up
Three Variables; that represent most of the action in evaluation:
* 1. Merit
* 2. Worth
* 3. Significance
Significance depends on the local values, indeed; -
The discovery of the facts and the coding of which attributes of the facts depend on the value; - useful to track that; history of sociology; psychology of scientists; – that’s a legitimate discipline in and of itself.
The question is whether that is argued against by anybody. - They think of something as wrong; - most scientists go to bat for ––––
- Facts change.
Significance - evaluation within disciplines; Intra-Disciplinary Evaluation
# Evaluation Theories/Greene, Henry, Donaldson, King Comparison
## Resources

* Comparison Spreadsheet for Greene, Henry, Donaldson, & King

## Greene's "Value-Engaged Approach"

* Link: Greene's "Value-Engaged Approach"

## Stewart Donaldson's Program-Theory Driven Evaluation Approach

* Chalk one up for "most misleading title" prize: "Using program theory–driven evaluation science to crack the Da Vinci code (pages 65–84)" :P
== Jean King: Building Evaluation Capacity Approach
# Evaluation Theories/Credible Evidence
## Readings

Henry, 2008
# Digital Logic 1
## Course objectives

This course presents the student with an introduction to boolean logic. While the information is presented with digital circuits in mind, the first section of the course talks about the overall concept of logic, boolean operations, and how to combine them in a way that is agnostic of the medium. As a result, this course will also help students looking to pursue software programming or even discrete mathematics.
The course as a whole has been planned to allow students who complete this course to gain a mastery in the analysis and design of both combinational and sequential logic circuits.

# Prerequisites

This course assumes student has fundamental knowledge of basic circuit analysis (Ohm's Law, Node Voltage, Mesh Current, Norton, Thevenin, and Superposition).
While a student could learn the material just by reading the course's explanations and completing the included activities, the material in this course is best learned by performing experiments by prototyping the logic on a breadboard using logic chips or laying out the logic in a program such as Logisim.
The following chips should be sufficient for completing all of the activities in the course.
Parts List :
| Logic Type | Part Number |
| Quad-AND gates | 74LS08/74HC08 |
| Quad-OR gates | 74LS32/74HC08 |
| Hex-Schmitt Inverters | 74LS14/74HC14 |
| Quad-NAND gates | 74LS00/74HC00 |
| Quad-Exclusive Or gates | 74LS84/74HC84 |
| 7-Segment common-anode display | NTE3052 |
| 7-segment display decoder | 74LS47/74HC47 |
| 4 bit full adder | 74LS283/74HC283 |
| 8 Position BCD dip switch |

# Topics

Basics
* Number Systems and Conversions
* Logic Gates and Symbols
* Truth Tables and Boolean Algebra
Combinational Logic
* Minimization and Implementation with Karnaugh Maps
* Adders, Subtractors, Multipliers, and Comparators
* Multiplexers, Encoders, and Decoders
Sequential Logic
* Flip Flops
* Latches

# See also

* Digital Logic 2 (HDL and FPGAs)

# References and Contributors

Textbook used: Fundamentals of Digital Logic by Brown and Vranesic Copyright 2003, McGraw Hill Higher-Ed
Contributor: User:Man4857
Vincent Nhieu, Student
California State Polytechnic University, Pomona
# Digital Libraries/development sign up
### Modules Signed Up for Developments

| Modules | Name, Affiliation | Signed-Up Date |
| 5-c: Identifiers, handles, DOI, PURL | Sai Tulasi, Virginia Tech | Fall 2010 |
| 6-e: Info summarization, visualization | Sai Tulasi, Virginia Tech | Fall 2010 |
# Gene transcriptions/Boxes/TATAs/Quiz

TATA box is a lecture of the gene transcription series.
You are free to take this quiz based on the TATA box at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template.
This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A TATA box is not used to transcribe A1BG.
# Gene transcriptions/Boxes/V and Ps

"REV-ERBα and RORa are nuclear receptors rather than bZIP transcription factors like VRI [target gene: vrille (VRI)] and PDP1ϵ, and they regulate transcription by binding RORE elements rather than V/P-boxes (Bell-Pedersen et al., 2005)."
"A delayed accumulation of PDP1 leads to a replacement of VRI from P/V (PDP1 and VRI) boxes and restimulates clk transcription."
"For VRI to be a direct repressor of Clk, the 8.0 kb Clk genomic fragment should contain binding sites for VRI. The consensus binding site for VRI has not been determined; however, the basic (DNA binding) domain shares >85% homology with that of mammalian E4BP4, and hence, VRI should bind similar DNA sequences as E4BP4 (George and Terracol, 1997). The optimal binding site for E4BP4 has been determined as 5′-(A/G): (A/G)T(A/C)A(A/T/C)-3′ (Cowell et al., 1992)."

## Consensus sequences

"As VRI accumulates in the nucleus during the mid to late day, it binds VRI/PDP1ϵ binding sites (V/P-boxes) [consensus A(/G)TTA(/T)T(/C):GTAAT(/C)], to repress Clk and cry transcription (Hardin, 2004)."

## Human genes

Gene ID: 54704 is PDP1 pyruvate dehyrogenase phosphatase catalytic subunit 1. "Pyruvate dehydrogenase (E1) is one of the three components (E1, E2, and E3) of the large pyruvate dehydrogenase complex. Pyruvate dehydrogenase kinases catalyze phosphorylation of serine residues of E1 to inactivate the E1 component and inhibit the complex. Pyruvate dehydrogenase phosphatases catalyze the dephosphorylation and activation of the E1 component to reverse the effects of pyruvate dehydrogenase kinases. Pyruvate dehydrogenase phosphatase is a heterodimer consisting of catalytic and regulatory subunits. Two catalytic subunits have been reported; one is predominantly expressed in skeletal muscle and another one is is much more abundant in the liver. The catalytic subunit, encoded by this gene, is the former, and belongs to the protein phosphatase 2C (PP2C) superfamily. Along with the pyruvate dehydrogenase complex and pyruvate dehydrogenase kinases, this enzyme is located in the mitochondrial matrix. Mutation in this gene causes pyruvate dehydrogenase phosphatase deficiency. Multiple alternatively spliced transcript variants encoding different isoforms have been identified."
* NP_001155251.1 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform 2 (variant 2).
* NP_001155252.1 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform 2 (variant 3).
* NP_001155253.1 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform 3 (variant 4).
* NP_060914.2 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform 3 (variant 5).
* XP_016869077.1 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform X1.
* XP_011515437.1 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform X2.
* XP_011515438.1 pyruvate dehyrogenase phosphatase catalytic subunit 1 isoform X3.
# Gene transcriptions/Boxes/TATs

"Some other cis-acting elements, such as pyrimidine boxes (GGTTTT) and TAT boxes (TATCCAT), are usually present in the vicinity of the GARE sequence of genes regulated by GA in cereal aleurone cells (Gubler and Jacobsen 1992; Cercos et al. 1999; Tsuji et al. 2006)."
"Nucleotide and deduced amino acid of HMW-GS gene 1Bx23 [contains the] putative TAT box [TATAAAA] and CCACC sequence [CCAATT and CCAT] under double lines."
"In Proteobacteria this consensus Tat box is best defined as Ser-Arg-Arg-Xaa-Phe-Leu-Lys where the arginine residues are almost invariant, the other amino acids are found at a frequency in excess of 50% and Xaa is a polar amino acid (Berks, 1996; Stanley et al., 2000). The corresponding sequence for plant chloroplast Tat substrates is Arg-Arg-Xaa-Hyd-Leu/Met where Hyd is a hydrophobic amino acid (Peltier et al., 2000). In both cases this Tat or twin-arginine consensus motif is located at the amino-terminal side of the n-region/h-region boundary [...]."
# Gene transcriptions/Boxes/Ts/Quiz

T boxes is a lecture of the gene transcription series.
You are free to take this quiz based on the T boxes at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG is not transcribed using a T box.
# Gene transcriptions/Boxes/TATCs/Quiz

TATC box is a lecture of the gene transcription series.
You are free to take this quiz based on the TATC box at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template.
This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A TATC box is not used to transcribe A1BG.
# Gene transcriptions/Boxes/V and Ps/Quiz

V and P boxes is a lecture of the gene transcription series.
You are free to take this quiz based on the V and P boxes at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG is not transcribed using a P box.
* A1BG is not transcribed using a V box.
# Engineering Projects/Electric Unicycle
## Idea

Build this electric unicycle.
# Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ekart Weekly Reports

Link to project ekart team page.

### Week Zero

* Researched go kart frames
* Researched revival methods for batteries

### Week One

* Created a presentation to be present to the the schools funding board. Presentation is Power Point based and includes a justification for the expenditure for the kart itself plus a proposal of creating a competition put on by Howard CC.
* Tested a donated forklift motor. Approximate horsepower is rated at 1.1hp. Were able to cycle the motor with the use of lead acid battery through a network of 4 gauge wires.
* Created an itemized parts list that includes part's function, technical specifications, possible vendors, and approximate price.

### Week Two

* Arranged for a donor speed control
* A computer model was developed of the frame with the locations of key components of the power-train.
* Frame was constructed using a MIG welder and steel hollow tubes.
* Identified issues with the donor motor regarding the installation

### Week Three

* A motor mount prototype was constructed using plywood. Solid design allows for adjust-ability of the the drive-train.
* Bought used frame from Craigslist's private vendor.
* Modified steering column and seat to accommodate an adult.
* Welded the side compartments for the 12V batteries.
* Changed front wheels and greased up all bearings and moving connections in the frame.

### Week Four

* Researched circuitry components for ekart's electrical system.
* Bought more components for ekart's ESC System (cables, plugs, fuses, etc.)
* Tested ekart frame using a 24V system and 0.5HP fan motor.
# Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ekart v.2
## Electronic Sections Expected
### Problem Statement

How can we develop an efficient electrical system for the ekart?

### Team Members

    CR
    PA

### Summary

Weekly reports

### Story

In this project we continued working on the electric cars project for a second time. We were hoping to complete a working product to be able to showcase it at HCC, but we were unable for multiple reasons. Overall, this project was fun because it was challenging and very didactic. Even though, the 2nd and faster version of the ekart was not completed in time, we hope to ignite interest on projects of this kind to future ENES100 students.

#### Week One

* Received ESC from Kelly Controllers.
* Began work on ESC system for ekart.
* Tested 1.6HP DC motor.

#### Week Two

* Continued work on ESC circuitry.
* Mounted motor to ekart.
* Attached motor to modified drive-train.
* Mounted batteries on ekart.

#### Week Three

* Connected final components of ESC circuit.
* Set up a 36V power source.

#### Week Four

* Completed ESC circuit and tested it.
* Programmed ESC.

### Decision List

* Decided to sacrifice weight in order to get power (from 12V to 36V).
* Decided to purchase programming interface to program ESC and achieve the best performance.
* Decided to eliminate reversing to lower the difficulty of assembling the ESC circuit + costs.
* Decided to paint ekart with black spray paint.

### Material List

Google Docs link

### Software List

* Web browser (researching purposes)
* Autodesk 123D for go-kart design
* Google Sketch Up
* Kelly controllers programming software

### Time

Average of 5 hours every week for a total of 25 hours (including week zero).

### Tutorials

Tutorial Presentation

### Next Steps

* Get more funding for a high-end ekart with excellent materials.
* Get large support from HCC and encourage intercollegiate ekart competitions.
# Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ekart v.2 Weekly Reports

Link to project ekart v.2 team page.

### Week Zero

* Research circuitry assembly for ekart.
* Bought more materials (cables, plugs, fuses, etc.)

### Week One

* Tested DC motor.
* Tried to program ESC.
* Worked on ESC circuitry.

### Week Two

* Modified ekart's drive-train.
* Mounted motor and batteries on ekart.

### Week Three

* Worked on ESC circuit.
* Sanded and prepared ekart for black paint.

### Week Four

* Painted ekart.
* Completed ESC circuit and tested it.
* Programmed controller.
* Worked on project team page.