The sequence-specific DNA-binding protein factor F6, which binds upstream of the cluster of the chicken alpha-globin genes, has previously been found to interact with a DNA fragment containing a replication origin and a nuclear matrix binding site. This protein has been partially characterized. Based on its molecular weight and binding affinity, F6 belongs to a family of GATA proteins, the chicken equivalent of transcription factor NFE-1. An oligonucleotide including the binding site for F6 competes for binding of the above-mentioned DNA fragment to the nuclear matrix. This indicates an involvement of this protein in the interaction between DNA and the nuclear matrix.
Ten short DNA fragments have been selected from a library of the nuclear matrix-attached DNA (nmDNA) from chicken erythrocytes by their ability to hybridize with the fraction of chicken replication origins isolated by nascent DNA strand extrusion. The primary structure of these fragments has been determined. Five of the sequences contained a topoisomerase II recognition site. Most of the studied DNA fragments also have a common eight-nucleotide motif, GCAGACCG/A. A sequence-specific DNA-binding protein with a MW of 55 kDa that interacted with this motif has been identified. Some of the cloned DNA fragments promoted an increased level of transient plasmid replication in transfected chicken cells. The ability of plasmid bearing nmDNA fragments to replicate correlated directly with their ability to target plasmids to the nuclear matrix compartment.
The article emphasizes the relevance of studying topics on artificial intelligence in a modern school, and points out the corresponding problems. The degree of representation of these topics in the school informatics course is analyzed. The author's elective course "Fundamentals of Artificial Intelligence" is described, the features of teaching high school students in the framework of this course are considered. The course is electronic and presented on the educational portal of the Omsk State Pedagogical University. Particular attention in the course is paid to the use of interactive elements that make it possible to organize interaction a teacher with schoolchildren both in distance and in blended learning. The article draws conclusions about possible improvements to the course, depending on the initial level of training of students in the field of informatics and information technology.
The article discusses the relevance of teaching schoolchildren the basics of artifcial intelligence. The importance of chatbots is emphasized as a component of the content of the theme "Fundamentals of artifcial intelligence" for the development of interdisciplinary links of the school course of informatics with other areas of knowledge. The theoretical aspects of teaching schoolchildren the technology of creating chatbots are considered: the characteristics of the basic concepts, historical information, the most common classifcation, the mechanism for processing user requests by the chatbot. Guidelines for teaching the technology of creating a chatbot are proposed. The designers for creating chatbots available for development by schoolchildren are listed. A plan of practical work "Creating a chatbot in the Aimylogic online constructor" is given. In order to illustrate the results of approbation of the educational material under consideration, examples of chatbots are given: a chatbot that talks about various types of algebraic equations; a chatbot — assistant for fractions; a chatbot — consultant on the theme "Algorithm and its properties. Ways of algorithm representation". The presented examples include the structure of the chatbot dialog created in the Aimylogic constructor and in the Pencil Code service.
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