Question: What is another commonly mistaken term for "primary structure"?
About the article "Nucleic acid sequence", section "Abstract".

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The Vizsla is a medium-sized short-coated hunting dog of distinguished appearance and bearing.
Robust but rather lightly built, they are lean dogs, have defined muscles, and are observed to share similar physical characteristics with the Weimaraner.
Various breeds are often mistaken for Vizslas, and Vizslas are often mistaken for other breeds.
Redbone Coonhounds, Weimaraners and Rhodesian Ridgebacks are some of the most commonly confused breeds.
The body structure of a Vizsla is very similar in appearance to a Weimaraner and a Redbone Coonhound, though the Vizsla is typically leaner with a more defined musculature.
Weimaraners and Rhodesian Ridgebacks are larger than Vizslas.
The nose of the Vizsla will always have a reddish color that blends with the coat color.
Black, brown, light pink, or another color nose is an indication of another breed.
A Vizsla's eye and nail color should also blend with the coat color. 
Most proteins fold into unique 3-dimensional structures.
The shape into which a protein naturally folds is known as its native conformation.
Although many proteins can fold unassisted, simply through the chemical properties of their amino acids, others require the aid of molecular chaperones to fold into their native states.
Biochemists often refer to four distinct aspects of a protein's structure: "Primary structure": the amino acid sequence.
A protein is a polyamide.
"Secondary structure": regularly repeating local structures stabilized by hydrogen bonds.
The most common examples are the alpha helix, beta sheet and turns.
Because secondary structures are local, many regions of different secondary structure can be present in the same protein molecule.
"Tertiary structure": the overall shape of a single protein molecule; the spatial relationship of the secondary structures to one another.
Tertiary structure is generally stabilized by nonlocal interactions, most commonly the formation of a hydrophobic core, but also through salt bridges, hydrogen bonds, disulfide bonds, and even posttranslational modifications.
The term "tertiary structure" is often used as synonymous with the term "fold".
The tertiary structure is what controls the basic function of the protein.
"Quaternary structure": the structure formed by several protein molecules (polypeptide chains), usually called "protein subunits" in this context, which function as a single protein complex.
Proteins are not entirely rigid molecules.
In addition to these levels of structure, proteins may shift between several related structures while they perform their functions.
In the context of these functional rearrangements, these tertiary or quaternary structures are usually referred to as "conformations", and transitions between them are called "conformational changes."
Such changes are often induced by the binding of a substrate molecule to an enzyme's active site, or the physical region of the protein that participates in chemical catalysis.
In solution proteins also undergo variation in structure through thermal vibration and the collision with other molecules.
Proteins can be informally divided into three main classes, which correlate with typical tertiary structures: globular proteins, fibrous proteins, and membrane proteins.
Almost all globular proteins are soluble and many are enzymes.
Fibrous proteins are often structural, such as collagen, the major component of connective tissue, or keratin, the protein component of hair and nails.
Membrane proteins often serve as receptors or provide channels for polar or charged molecules to pass through the cell membrane.
A special case of intramolecular hydrogen bonds within proteins, poorly shielded from water attack and hence promoting their own dehydration, are called dehydrons. 
"Woodsball" is a term developed late in the history of the game to refer to what was the original form of the game: teams competing in a wooded or natural environment.
Recently the term has been adopted to refer to virtually any form of paintball played in natural surroundings, as opposed to arena or artificial fields.
A lot of the time, people played outdoors because it was readily available.
Woodsball should not be mistaken for scenario ball; the two forms of play differ in tactics, size and rules.
Woodsball features large teams, in competition to obtain various goals and objectives.
Large Scale woodsball games are commonly referred to as "Big Games" or "Scenario Games".
Popular examples of this format are Cousin's Big Game in Coram, New York (on Long Island) and Hell Survivor's Monster Game just outside Pinckney, Michigan and Invasion of Normandy at Skirmish U.S. A in Pennsylvania which draws in about 3,500 to 4,500 players a year and lasts for two days.
Another variant of the Big Game is the "Attack and Defend" format where large numbers of attackers try to overrun a fixed, but well defended objective such as a compound or large building. 
Myth and Magic.
Myth and Magic products are "studies" of medieval figures and characters from English folklore, made from metal, (commonly mistaken for 'Pewter'), and detailed in antique, silver plate metal embellished with genuine crystals.
The "studies" generally consist of Dragons and Wizards, the Dragons are generally shown defending the crystal whilst the wizards are sometimes shown fighting each other or the dragons.
Other mythical creatures that have been incorporated into the collection are include Unicorns, Fairies and birds.
The collection includes other styles in which the same design principles have been adapted to include motorbikes in what is known as the Bikers Club range.
Another range called Easy Riders is similar to the Bikers Club range but these resin studies are brightly painted. 
Alexander's approach emphasizes the use of freedom to choose beyond conditioning in every action.
The technique is applied dynamically to everyday movements, as well as actions selected by students.
Because of a change in balance, actions such as sitting, squatting, lunging or walking are often selected by the teacher.
Other actions may be selected by the student, tailored to their interests or work activities such as hobbies, computer use, lifting, driving or performance in acting, sports, speech or music.
Alexander teachers often use themselves as examples.
They demonstrate, explain, and analyze a student's moment to moment responses as well as using mirrors, video feedback or classmate observations.
Guided modeling with light hand contact is the primary tool for detecting and guiding the way past unnecessary effort.
Suggestions for improvements are often student-specific.
Exercise as a teaching tool is deliberately omitted because of a common mistaken assumption that there exists a "correct" position.
There are only two specific exercises practiced separately; the first is lying semi-supine; resting in this way uses "mechanical advantage" as a means of releasing cumulative muscular tension.
It's also a specific time to practice Alexander's principle of conscious "directing" without "doing."
The second exercise is the "Whispered Ah," which is used to coordinate and free breathing & vocal production.
Freedom, efficiency and patience are the prescribed values.
Proscribed are unnecessary effort, self-limiting habits as well as mistaken perceptual assumptions.
Students are led to change their largely automatic routines that are interpreted by the teacher to currently or cumulatively be physically limiting, inefficient or not in keeping with anatomical structure.
The Alexander teacher provides verbal coaching while monitoring, guiding and preventing unnecessary habits at their source with a specialized hands-on assistance.
This specialized hands-on requires Alexander teachers to demonstrate on themselves the improved physical coordination they are communicating to the student.
Alexander developed terminology to describe his methods, outlined in his four books that explain the sometimes paradoxical experience of learning and substituting new improvements.
Constructive Conscious Control Alexander insisted on the need for strategic reasoning because kinesthetic sensory awareness is a relative sense, not a truthful indicator of factual bodily relationship in space.
The current postural attitude is sensed internally as customarily normal, however inefficient.
Alexander's term, "debauched sensory appreciation" describes how the repetition of a circumstance encourages habit design as a person adapts to circumstances or builds skills.
Once trained and forgotten, completed habits may be activated without feedback sensations that these habits are in effect, just by thinking about them.
Short-sighted habits that have become harmfully exaggerated over time, such as restricted breathing or other habitually assumed adaptations to past circumstances, will stop after learning to perceive and prevent them.
End-gaining Another example is the term "end-gaining".
This term means to focus on a goal so as to lose sight of the "means-whereby" the goal could be most appropriately achieved.
According to Alexander teachers, "end-gaining" increases the likelihood of selecting older or multiple conflicting coping strategies.
End-gaining is usually carried out because an imperative priority of impatience or frustration justifies it.
Inhibition In the Alexander technique lexicon, the principle of "inhibition" is considered by teachers to be the most important to gaining improved "use."
F.M.
Alexander's selection of this word pre-dates the modern meaning of the word originated by Sigmund Freud.
Inhibition describes a moment of conscious awareness of a choice to interrupt, stop or entirely prevent an unnecessary habitual "misuse".
As unnecessary habits are prevented or interrupted, a freer capacity and range of motion resumes, experienced by the student as a state of "non-doing" or "allowing."
Primary control This innate coordination that emerges is also described more specifically as "Primary Control".
This is a key head, neck and spinal relationship.
The body's responses are determined by the qualities of head and eye movement at the inception of head motion.
What expands the qualities of further bodily response is a very subtle nod forward to counteract a common backward startle pattern, coupled with an upward movement of the head away from the body that lengthens the spine.
Students gradually learn to include their whole body toward their new means of initiating motion.
Directions To continue to select and reinforce the often less dominant "good use", it is recommended to repeatedly suggest, by thinking to oneself, a tailored series of "Orders" or "Directions."
"Giving Directions" is the term for thinking and projecting an anatomically ideal map of how one's body may be used effortlessly.
"Directing" is suggestively thought, rather than willfully accomplished, because the physical responses to "Directing" often occur underneath one's ability to perceive.
As freedom of expression or movement is the objective, the most appropriate responses cannot be anticipated, but are observed and chosen in the moment.
Psycho-physical unity Global concepts such as "Psycho-physical Unity" and "Use" describe how thinking strategies and attention work together during preparation for action.
They connote the general sequence of how intention joins together with execution to directly affect the perception of events and the outcome of intended results.