Hierarchical Access System for Sequence Libraries in Europe (HASSLE): a tool to access sequence databases remotely

Sequence databases in biology are growing exponentially. Not only are large sites needed to keep the data, but the number of customers is continuously increasing. Network access plays a key role in utilizing remote resources. However, both synchronous and asynchronous access require tools that are currently non-standard in molecular biology computing. Additionally, information discovery of today frequently focuses on centers rather a hierarchically interconnected facilities. HASSLE (Hierarchical Access System for Sequence Libraries in Europe) is an implementation of an application-independent, user-transparent access tool in molecular biology. It features tools for both clients and information providers to permit accounting and/or prioritization on various levels. HASSLE focuses on the network aspect of the molecular biology computing and assumes that it is possible to have database applications as remote ‘services' (programs, program packages or utilities) which can be started by a simple command script after a suitable feed of datafiles. The current system provides these services for searching with programs like FASTA or BLAST which are compiled as obtained from vendors or server

From traditional essay to 'Ready Steady Cook' presentation: Reasons for innovative changes in assignments

The prose essay, case study and laboratory report, composed by individual students in isolation from their peers, used to be the mainstay of undergraduate writing. However, in recent years an array of alternative assignment types such as blogs, letters and e-posters have widened the repertoire of texts expected. This article attempts to describe the reasoning behind changes in assignment types at undergraduate and master’s level at the beginning of the twenty-first century. Data from 58 semi-structured interviews with lecturers in three UK universities is used together with course handbooks and some clarifications with lecturers via email. Suggested reasons for new assignment types are grouped into three categories: external, lecturer-driven and student-driven. The article surmises that, because of these pressures, students are now expected to produce a wide variety of text types, and greater attention should be paid to guidance in new assignments for both native and non-native speaker students

The mincut graph of a graph

In this paper we introduce an intersection graph of a graph $G$, with vertex set the minimum edge-cuts of $G$. We find the minimum cut-set graphs of some well-known families of graphs and show that every graph is a minimum cut-set graph, henceforth called a \emph{mincut graph}. Furthermore, we show that non-isomorphic graphs can have isomorphic mincut graphs and ask the question whether there are sufficient conditions for two graphs to have isomorphic mincut graphs. We introduce the $r$-intersection number of a graph $G$, the smallest number of elements we need in $S$ in order to have a family $F=\{S_1, S_2 \ldots , S_i\}$ of subsets, such that $|S_i|=r$ for each subset. Finally we investigate the effect of certain graph operations on the mincut graphs of some families of graphs

D-STEM: a Design led approach to STEM innovation

Advances in the Science, Technology, Engineering and Maths (STEM) disciplines offer opportunities for designers to propose and make products with advanced, enhanced and engineered properties and functionalities. In turn, these advanced characteristics are becoming increasingly necessary as resources become ever more strained through 21st century demands, such as ageing populations, connected communities, depleting raw materials, waste management and energy supply. We need to make things that are smarter, make our lives easier, better and simpler. The products of tomorrow need to do more with less. The issue is how to maximize the potential for exploiting opportunities offered by STEM developments and how best to enable designers to strengthen their position within the innovation ecosystem. As a society, we need designers able to navigate emerging developments from the STEM community to a level that enables understanding and knowledge of the new material properties, the skill set to facilitate absorption into the design ‘toolbox’ and the agility to identify, manage and contextualise innovation opportunities emerging from STEM developments. This paper proposes the blueprint for a new design led approach to STEM innovation that begins to redefine studio culture for the 21st Century

D-STEM: a Design led approach to STEM innovation

Advances in the Science, Technology, Engineering and Maths (STEM) disciplines offer opportunities for designers to propose and make products with advanced, enhanced and engineered properties and functionalities. In turn, these advanced characteristics are becoming increasingly necessary as resources become ever more strained through 21st century demands, such as ageing populations, connected communities, depleting raw materials, waste management and energy supply. We need to make things that are smarter, make our lives easier, better and simpler. The products of tomorrow need to do more with less. The issue is how to maximize the potential for exploiting opportunities offered by STEM developments and how best to enable designers to strengthen their position within the innovation ecosystem. As a society, we need designers able to navigate emerging developments from the STEM community to a level that enables understanding and knowledge of the new material properties, the skill set to facilitate absorption into the design ‘toolbox’ and the agility to identify, manage and contextualise innovation opportunities emerging from STEM developments. This paper proposes the blueprint for a new design led approach to STEM innovation that begins to redefine studio culture for the 21st Century