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Mitochondrial uncoupling protein 3 (UCP3) is a members of the larger family of mitochondrial anion carrier proteins (MACP). UCPs facilitate the transfer of anions from the inner to the outer mitochondrial membrane and transfer of protons from the outer to the inner mitochondrial membrane, reducing the mitochondrial membrane potential in mammalian cells.
Many, if not most, undecidable problems in mathematics can be posed as word problems: determining when two distinct strings of symbols (encoding some mathematical concept or object) represent the same object or not. For undecidability in axiomatic mathematics, see List of statements undecidable in ZFC.
This page will attempt to list examples in mathematics. To qualify for inclusion, an article should be about a mathematical object with a fair amount of concreteness. Usually a definition of an abstract concept, a theorem, or a proof would not be an "example" as the term should be understood here (an elegant proof of an isolated but particularly striking fact, as opposed to a proof of a ...
In contrast to UCP1 and UCP3, which are primarily expressed in adipose and smooth muscle, UCP2 is expressed on many different tissues [6] including the kidney, liver, GI tract, brain, and skeletal muscle. The exact mechanisms of anion transfer by UCPs are not known. [7] UCPs contain the three homologous protein domains of MACPs.
A decision problem is a question which, for every input in some infinite set of inputs, answers "yes" or "no". [2] Those inputs can be numbers (for example, the decision problem "is the input a prime number?") or values of some other kind, such as strings of a formal language.
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For example, quotient set, quotient group, quotient category, etc. 3. In number theory and field theory, / denotes a field extension, where F is an extension field of the field E. 4. In probability theory, denotes a conditional probability. For example, (/) denotes the probability of A, given that B occurs.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]