OpenLLM-France/wikimedia huggingface dataset:
# General Engineering Tutorials/Best Practice

Organize tutorials into a header describing audience, starting point, and replication goal followed by procedure, steps; procedure steps; procedure steps.
Procedures should be named, not numbered. Steps should be numbered with #. This way they can be easily edited, copied and reused.
Directly under procedure should be a horizontal row of pictures (created using gallery) with un-numbered steps in their captions, followed by text descriptions of the steps without referencing the pictures.

## Target Audience

Who is suppose to read this: College freshman, in precalc ... never programmed a computer or drawn with 3D software.

## Starting Point

* Google sketchup
* Raspberry

## Replication Goal

* Simulating section of rube goldberg machine with physics add on to Google Sketchup
* Installing ROS on debian on pc

## Procedure format SD card

row of pictures using the gallery wikimedia syntax.
* Step
* Step
* Step
* Step

## Procedure cut Electric Guitar Wire

row of picture thumbs linked to youtube video showing how to cut wire
* Step
* Step
* Step
* Step
# General Relativity/Tensors/Tensors Differential Forms and Variational Principles

Please note: We can not submit copyrighted information onto this site. We'll have to have offline discussions over specific problems in the book. I am pretty sure however that we can discuss problems of our own creation that are inspired by similar problems within the books we reference. Jhouse

## Chapter 1

* Problem 1.1
In E $a/b$
# General Engineering Projects/The Money Team

Solar Engineering Harvesting

## Week1 Narrative

Researching. We found out how solar panels work, as well as found different systems we can use to produce energy.
    Gavin has worked on how to conjugate the charge controller and junction box to our final product and how those devices are working with each other. He has also done extensive research on the product we are going to purchase. He has also worked on the wiki Page.
    Jake has been working on building a tripod and figuring out how to connect the solar panel frame and equipment to it. Jake will be providing a work space for The Money Team on the weekends. He has also worked on the wiki Page.
    Jaegeun has worked on the solar panel frame which will support every solar cell and figured out how we are going to build a solar panel from scratch. He has figured out which materials are going to be used in the frame such as peg board and plywood.

## Week2 Narrative

Planning. We have planned out a design and are figuring out how we are going to put everything we learned to use.
    Jake is continuing working on how to attach the solar panel to the tripod best. Most all of the large supplies such as plywood, pressure treated wood, and plexi-glass have been acquired at Home Depot; Total: $60.72. The presentation for Engineering Seminar this thursday will be our first presentation. Presentation materials are being gathered.
    Jaegeun is lining the dimensions on the wooden frame of the solar panel and trying to figure out how are we are going to cut the frame according to the lines. And he was also measuring the plexi glass to also attach to the frame.
    'Gavin' is currently learning how to use AutoCAD to create a holding dock for the items being charged from the solar panel. This dock will attach to the back of the frame. The group will also focus some time on the presentation.

## Week3 Narrative

Building. We have made progress on both of our goals; finishing the solar panel frame and creating an "Altoid" charger.
    Jake Jaegeun and I constructed the basic solar panel frame over the week, along with editing and creating the preliminary design preview presentation on Thursday, October 30. The panel still needs the pegboard and plexiglass, then finishing touches such as sanding and painting.
    Gavin I have continued to work on the powerpoint to get it to J's specifications. We are also finishing up a concept where we change the angle of the solar panel using two hinges a base board with holes and an arm with an angled cut.
    Jaegeun I was working on the plexyglass and pegboard to put on the solar frame. Also had done a little bit of power point editing.

## Week4 Narrative

Attention has somewhat focused on completing our Altoid charger, which is a much more simplified and easy to understand and do solar panel. We started off with the original micro solar panel in an Altoid box; however, in order to make the project more unique, we had a custom containment unit made in auto cad, which is made specifically for the dimensions of the different components and connections of the micro solar panel.
# General Practice:What is Family Medicine

--Laligammohan 03:44, 29 July 2010 (UTC)== What is the difference between General Practice and Family Medicine? ==
While some would regard these two terms as synonymous, for others the distinction is essential. It is clear that in nearly all jurisdictions, there is a very high degree of overlap between the two areas. Sometimes the distinction is made that Family Medicine entails specific training and certification whereas General Practice connotes no specialty training.
The Royal College of General Practitioners in London, UK, would be unlikely to agree with that last statement.
For some colleges, Family Medicine is now seen as a specialty in its own right, with every bit as much complexity as other specialties, and often more challenging. In Canada, for example, certification by the College of Family Physicians of Canada (http://www.cfpc.ca) is comparable to many Board exams in the US, and has quite stringent requirements regarding maintenance of this certification.
However, it is also clear that many General Practitioners or Family Physicians are now narrowing their scope of practice. The "family" connection in Family Medicine is sometimes a bit tenuous. Some GPs have a scope of practice that is so narrow, it belies the term generalist.
So how then do you define "what is a family physician?" - definitions do exist for some colleges but these have not always kept up with the times. There is now some debate as to whether a GP who sees, for example, a practice consisting only of varicose vein sclerotherapy is a "general practitioner", or a "family physician".
For many, this debate is moot. But for the Colleges, this lack of clarity can convey a loss of corporate identity.
I definitely think that both "General Practice and Family Medicine" are one and the same at the Primary Care Medicine Level as,here in India at least,the GP or FAMILY Medicine Physician is associated with the Patient's Family in every which way,that is provides not only Medical Treatment but also Educates,Counsels and Advises the Family as He is the one,who knows about what all things are going on in the Family apart from Sickness as He takes part in most of all the Family's every activity/occasion whether happy or sad to provide not only Psychological but also to a certain extent Moral Support and Direct the Family Members.Ofcourse whatever I have mentioned happens mainly in the Rural Areas and doesn't take place in the Urban Areas where the amount of Distrust is more.Laligamn,July,29,2010.
# General Relativity/Tensors
## Introduction

Tensors are a critical part of General Relativity and since I couldn't get three pages into a General Relativity book without encountering tensors, unless it was written by Brian Greene and didn't have any equations, Jason and I figured this was the place to start.
Currently we have started with "Tensors, Differential Forms and Variational Principles" by David Lovelock an Hanno Rund, which came highly recommended by my good friend Mark Friesel. The link below will go over the problems from each chapter. This particular page will discuss the relevance of tensors to General Relativity.

## Syllabus

I don't have the book yet, so I'll defer this to someone else. I know that we'll want to talk about vectors, covectors, covariant tensors, contravariant tensors, metrics, rotation, subscripts and superscpripts, conversion between covariant and contravariant tensors, einstein notation, commmon tensors such as the stress/strain tensor. There are other things such as parallel transport and such that I'm not sure when/where we'll talk about that. - Jhouse

## Problem Reviews

* Tensors_Differential_Forms_and_Variational_Principles
# IT Security/Threats/Attacks

This lesson covers attacks.

## Objectives and Skills

Objectives and skills for the attacks portion of Security+ certification include:
    Summarize various types of attacks.
   * Man-in-the-middle
   * DDoS
   * DoS
   * Replay
   * Smurf attack
   * Spoofing
   * Spam
   * Phishing
   * Spim
   * Vishing
   * Spear phishing
   * Xmas attack
   * Pharming
   * Privilege escalation
   * Malicious insider threat
   * DNS poisoning and ARP poisoning
   * Transitive access
   * Client-side attacks
   * Password attacks
   ** Brute force
   ** Dictionary attacks
   ** Hybrid
   ** Birthday attacks
   ** Rainbow tables
   * Typo squatting/URL hijacking
   * Watering hole attack

## Multimedia

* YouTube: Man-in-the-Middle Attacks - CompTIA Security+ SY0-401: 3.2
* YouTube: Denial of Service - CompTIA Security+ SY0-401: 3.2
* YouTube: Replay Attacks - CompTIA Security+ SY0-401: 3.2
* YouTube: Spoofing - CompTIA Security+ SY0-401: 3.2
* YouTube: Spam - CompTIA Security+ SY0-401: 3.2
* YouTube: Phishing - CompTIA Security+ SY0-401: 3.2
* YouTube: Vishing - CompTIA Security+ SY0-401: 3.2
* YouTube: Christmas Tree Attack - CompTIA Security+ SY0-401: 3.2
* YouTube: Privilege Escalation - CompTIA Security+ SY0-401: 3.2
* YouTube: Insider Threats - CompTIA Security+ SY0-401: 3.2
* YouTube: Transitive and Client-side Attacks - CompTIA Security+ SY0-401: 3.2
* YouTube: Password Attacks - CompTIA Security+ SY0-401: 3.2
* YouTube: URL Hijacking - CompTIA Security+ SY0-401: 3.2
* YouTube: Watering Hole Attack - CompTIA Security+ SY0-401: 3.2
# IT Security/Threats/Malware

This lesson covers malware.

## Objectives and Skills

Objectives and skills for the malware portion of Security+ certification include:
    Explain types of malware.
   * Adware
   * Virus
   * Spyware
   * Trojan
   * Rootkits
   * Backdoors
   * Logic bomb
   * Botnets
   * Ransomware
   * Polymorphic malware
   * Armored virus

## Multimedia

* YouTube: Malware Overview - CompTIA Security+ SY0-401: 3.1
* YouTube: Viruses and Worms - CompTIA Security+ SY0-401: 3.1
* YouTube: Adware and Spyware - CompTIA Security+ SY0-401: 3.1
* YouTube: Trojans and Backdoors - CompTIA Security+ SY0-401: 3.1
* YouTube: Rootkits - CompTIA Security+ SY0-401: 3.1
* YouTube: Logic Bombs - CompTIA Security+ SY0-401: 3.1
* YouTube: Botnets - CompTIA Security+ SY0-401: 3.1
* YouTube: Ransomware - CompTIA Security+ SY0-401: 3.1
* YouTube: Polymorphic Malware - CompTIA Security+ SY0-401: 3.1
* YouTube: Armored Virus - CompTIA Security+ SY0-401: 3.1
# IT Security/Threats/Threat Mitigation

This lesson covers threat mitigation.

## Objectives and Skills

Objectives and skills for the threat mitigation portion of Security+ certification include:
    Analyze a scenario and select the appropriate type of mitigation and deterrent techniques.
   * Monitoring system logs
   ** Event logs
   ** Audit logs
   ** Security logs
   ** Access logs
   * Hardening
   ** Disabling unnecessary services
   ** Protecting management interfaces and applications
   ** Password protection
   ** Disabling unnecessary accounts
   * Network security
   ** MAC limiting and filtering
   ** 802.1x
   ** Disabling unused interfaces and unused application service ports
   ** Rogue machine detection
   * Security posture
   ** Initial baseline configuration
   ** Continuous security monitoring
   ** Remediation
   * Reporting
   ** Alarms
   ** Alerts
   ** Trends
   * Detection controls vs. prevention controls
   ** Intrusion Detection Systems (IDS) vs. Intrusion Prevention Systems (IPS)
   ** Camera vs. guard

## Multimedia

* YouTube: Monitoring System Logs - CompTIA Security+ SY0-401: 3.6
* YouTube: Operating System Hardening - CompTIA Security+ SY0-401: 3.6
* YouTube: Physical Port Security - CompTIA Security+ SY0-401: 3.6
* YouTube: Security Posture - CompTIA Security+ SY0-401: 3.6
* YouTube: Reporting - CompTIA Security+ SY0-401: 3.6
* YouTube: Detection vs. Prevention - CompTIA Security+ SY0-401: 3.6
# IT Security/Threats/Application Attacks

This lesson covers application attacks.

## Objectives and Skills

Objectives and skills for the application attacks portion of Security+ certification include:
    Explain types of application attacks.
   * Cross-site scripting
   * SQL injection
   * LDAP injection
   * XML injection
   * Directory traversal/command injection
   * Buffer overflow
   * Integer overflow
   * Zero-day
   * Cookies and attachments
   * LSO (Locally Shared Objects)
   * Flash Cookies
   * Malicious add-ons
   * Session hijacking
   * Header manipulation
   * Arbitrary code execution / remote code execution

## Multimedia

* YouTube: Cross-Site Scripting - CompTIA Security+ SY0-401: 3.5
* YouTube: SQL Injection, XML Injection, and LDAP Injection - CompTIA Security+ SY0-401: 3.5
* YouTube: Directory Traversal and Command Injection - CompTIA Security+ SY0-401: 3.5
* YouTube: Buffer Overflows and Integer Overflows - CompTIA Security+ SY0-401: 3.5
* YouTube: Zero-Day Attacks - CompTIA Security+ SY0-401: 3.5
* YouTube: Cookies, Header Manipulation, and Session Hijacking - CompTIA Security+ SY0-401: 3.5
* YouTube: Locally Shared Objects and Flash Cookies - CompTIA Security+ SY0-401: 3.5
* YouTube: Malicious Add-ons and Attachments - CompTIA Security+ SY0-401: 3.5
* YouTube: Arbitrary and Remote Code Execution - CompTIA Security+ SY0-401: 3.5
# IT Security/Technologies
### Equipment

* Tablet
* Laptop
* Web server
* Firewall
* Router
* Switch
* IDS
* IPS
* Wireless access point
* Virtual machines
* Email system
* Internet access
* DNS server
* IoT devices
* Hardware tokens
* Smartphone

### Spare Hardware

* NICs
* Power supplies
* GBICs
* SFPs
* Managed Switch
* Wireless access point
* UPS

### Tools

* Wi-Fi analyzer
* Network mapper
* NetFlow analyzer

### Software

* Windows OS
* Linux OS
* Kali Linux
* Packet capture software
* Pen testing software
* Static and dynamic analysis tools
* Vulnerability scanner
* Network emulators (?)
* Sample code
* Code editor
* SIEM
* Keyloggers
* MDM software
* VPN
* DHCP service
* DNS service

### Other

* Access to cloud environments
* Sample network documentation/diagrams
* Sample logs
# IT Security/Threats/Social Engineering

This lesson covers social engineering.

## Objectives and Skills

Objectives and skills for the social engineering portion of Security+ certification include:
    Summarize social engineering attacks and the associated effectiveness with each attack.
   * Shoulder surfing
   * Dumpster diving
   * Tailgating
   * Impersonation
   * Hoaxes
   * Whaling
   * Vishing
   * Principles (reasons for effectiveness)
   ** Authority
   ** Intimidation
   ** Consensus/Social proof
   ** Scarcity
   ** Urgency
   ** Familiarity/liking
   ** Trust

## Multimedia

* YouTube: Shoulder Surfing - CompTIA Security+ SY0-401: 3.3
* YouTube: Dumpster Diving - CompTIA Security+ SY0-401: 3.3
* YouTube: Tailgating - CompTIA Security+ SY0-401: 3.3
* YouTube: Impersonation - CompTIA Security+ SY0-401: 3.3
* YouTube: Hoaxes - CompTIA Security+ SY0-401: 3.3
* YouTube: Whaling - CompTIA Security+ SY0-401: 3.3
* YouTube: The Effectiveness of Social Engineering - CompTIA Security+ SY0-401: 3.3
# IT Security/Threats/Testing

This lesson covers security testing.

## Objectives and Skills

Objectives and skills for the security testing portion of Security+ certification include:
    Explain the proper use of penetration testing versus vulnerability scanning.
   * Penetration testing<ref>
   ** Verify a threat exists
   ** Bypass security controls
   ** Actively test security controls
   ** Exploiting vulnerabilities
   * Vulnerability scanning
   ** Passively testing security controls
   ** Identify vulnerability
   ** Identify lack of security controls
   ** Identify common misconfigurations
   ** Intrusive vs. non-intrusive
   ** Credentialed vs. non-credentialed
   ** False positive
   * Black box
   * White box
   * Gray box

## Multimedia

* YouTube: Penetration Testing - CompTIA Security+ SY0-401: 3.8
* YouTube: Vulnerability Scanning - CompTIA Security+ SY0-401: 3.8
# Gene transcriptions/Boxes/HYs

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

## Boxes

A repeating sequence of nucleotides that forms a transcription or a regulatory signal is a box.

## Consensus sequences

"Deletion analysis by a series of 5′-deletion constructs identified the responsive region to RUNX-2 as being between −81 bp and −76 bp, containing a putative RUNX-2 binding sequence (TGAGGG), which is similar to that identified in the promoter region of human interleukin-3 (TGTGGG) (33)." This suggests a consensus sequence of 3'-TG(A/T)GGG-5' on the template strand in the direction of transcription.

## RUNX2

The gene RUNX2 "is a member of the RUNX family of transcription factors and encodes a nuclear protein with an Runt DNA-binding domain. This protein is essential for osteoblastic differentiation and skeletal morphogenesis and acts as a scaffold for nucleic acids and regulatory factors involved in skeletal gene expression. The protein can bind DNA both as a monomer or, with more affinity, as a subunit of a heterodimeric complex."

## COL10A1

The gene COL10A1 "encodes the alpha chain of type X collagen, a short chain collagen expressed by hypertrophic chondrocytes during endochondral ossification. Unlike type VIII collagen, the other short chain collagen, type X collagen is a homotrimer."
Human COL10A1, GeneID: 1300, has an HY box as the core responsive element.

## Hypotheses

* A1BG is not transcribed by an HY box.
# Gene transcriptions/Boxes/Gs

The "perfect palindrome 5'-GCCACGTGGC-3' which is also known as the G-box motif."
"TAF-1 can bind to the G-box and related motifs and that it functions as a transcription activator."
"A G-box-related motif, containing the core sequence CACGTG is also present in the 5' regions of two other classes of light-responsive genes".

## Samplings

For the Basic programs (starting with SuccessablesGbox.bas) written to compare nucleotide sequences with the sequences on either the template strand (-), or coding strand (+), of the DNA, in the negative direction (-), or the positive direction (+), including extending the number of nts from 958 to 4445, the programs are, are looking for, and found:
* negative strand in the negative direction (from ZSCAN22 to A1BG) is SuccessablesGbox--.bas, looking for 3'-GCCACGTGGC-5', 0,
* negative strand in the positive direction (from ZNF497 to A1BG) is SuccessablesGbox-+.bas, looking for 3'-GCCACGTGGC-5', 0,
* positive strand in the negative direction is SuccessablesGbox+-.bas, looking for 3'-GCCACGTGGC-5', 0,
* positive strand in the positive direction is SuccessablesGbox++.bas, looking for 3'-GCCACGTGGC-5', 0,
* complement, negative strand, negative direction is SuccessablesGboxc--.bas, looking for 3'-CGGTGCACCG-5', 0,
* complement, negative strand, positive direction is SuccessablesGboxc-+.bas, looking for 3'-CGGTGCACCG-5', 0,
* complement, positive strand, negative direction is SuccessablesGboxc+-.bas, looking for 3'-CGGTGCACCG-5', 0,
* complement, positive strand, positive direction is SuccessablesGboxc++.bas, looking for 3'-CGGTGCACCG-5', 0,
* inverse complement, negative strand, negative direction is SuccessablesGboxci--.bas, looking for 3'-GCCACGTGGC-5', 0,
* inverse complement, negative strand, positive direction is SuccessablesGboxci-+.bas, looking for 3'-GCCACGTGGC-5', 0,
* inverse complement, positive strand, negative direction is SuccessablesGboxci+-.bas, looking for 3'-GCCACGTGGC-5', 0,
* inverse complement, positive strand, positive direction is SuccessablesGboxci++.bas, looking for 3'-GCCACGTGGC-5', 0,
* inverse, negative strand, negative direction, is SuccessablesGboxi--.bas, looking for 3'-CGGTGCACCG-5', 0,
* inverse, negative strand, positive direction, is SuccessablesGboxi-+.bas, looking for 3'-CGGTGCACCG-5', 0,
* inverse, positive strand, negative direction, is SuccessablesGboxi+-.bas, looking for 3'-CGGTGCACCG-5', 0,
* inverse, positive strand, positive direction, is SuccessablesGboxi++.bas, looking for 3'-CGGTGCACCG-5', 0.
# Gene transcriptions/Boxes/Ls

"Sequence comparison of the tomato RbcS-3A and RbcS-1 upstream regions shows three regions of strong homology, named the L [5'-AAATTAACCAAC-3'], I, and G boxes [...], contained within the fragment showing affinity for GBF. These homologies are highly significant, since these two genes diverged a long time ago (3) and do not share, in their upstream sequences, extensive regions of homology. All three boxes are found in tobacco (24) (Nicotiana tabacum) and Nicotiana plumbaginifolia (25) RBCS upstream sequences [...], while soybean upstream sequences lack a bona fide L box sequence (26)."
"In the tomato RbcS-3A promoter, a near-perfect box II homology (CATTTTCACT) is found just downstream of the L box [...]."

## Consensus sequences

"The sequence targeted by substitution P4 overlaps a sequence showing homology to the 'L' box (consensus 5'-AAATTAACCAA-3'), which is conserved in RBCS upstream sequences of both tomato and tobacco (Giuliano et al., 1988)."
# Gene transcriptions/Boxes/HYs/Quiz

HY box is a lecture as part of the gene transcription series.
You are free to take this quiz based on the HY 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

* A1BG is not transcribed by an HY box.