683 research outputs found

    Scaffolder - Software for Reproducible Genome Scaffolding.

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    Background: Assembly of short-read sequencing data can result in a fragmented non-contiguous series of genomic sequences. Therefore a common step in a genome project is to join neighboring sequence regions together and fill gaps in the assembly using additional sequences. This scaffolding step, however, is non-trivial and requires manually editing large blocks of nucleotide sequence. Joining these sequences together also hides the source of each region in the final genome sequence. Taken together, these considerations may make reproducing or editing an existing genome build difficult.

Methods: The software outlined here, “Scaffolder,” is implemented in the Ruby programming language and can be installed via the RubyGems software management system. Genome scaffolds are defined using YAML - a data format, which is both human and machine-readable. Command line binaries and extensive documentation are available.

Results: This software allows a genome build to be defined in terms of the constituent sequences using a relatively simple syntax to define the scaffold. This syntax further allows unknown regions to be defined, and adds additional sequences to fill gaps in the scaffold. Defining the genome construction in a file makes the scaffolding process reproducible and easier to edit compared with FASTA nucleotide sequence.

Conclusions: Scaffolder is easy-to-use genome scaffolding software. This tool promotes reproducibility and continuous development in a genome project. Scaffolder can be found at http://next.gs

    Learning differences & digital equity in the classroom

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    This chapter addresses digital equity in the classroom for students with learning differences, as well as the role of technology in the provision of equitable education for the full diversity of students. The chapter discusses the evolving opportunities and challenges that information technology in the classroom presents to students with learning differences and their teachers. To meaningfully understand this topic requires an understanding of the complex context, the forces at play, and their relation to students with learning differences. Among the forces at play are policies, regulations, the accessibility movement, technical trends, instructional design strategies, educational publishing, open educational resources, pedagogical trends, quality control approaches in education, and governance of formal education. The chapter highlights the benefits to all students of designing the classroom experience for students with learning differences

    A Research Agenda for OER: discussion highlights

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    This report summarises a UNESCO-IIEP OER Community discussion conducted in March and April 2006 to brainstorm a research agenda for Open Educational Resources. Over 500 participants from around the world provided a rich diversity of perspectives. Topics discussed included existing OER initiatives, current levels of use, collaborative authoring, technology, learning from other open initiatives, quality assurance, dissemination and access. Participants put forward over 100 questions

    The future challenge of the ADA: Shaping humanity’s transformation

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    Through a meta-review of global trends and the contextualization of the 25th anniversary of the Americans with Disabilities Act (ADA), the author proposes that a change of strategy and focus is required to achieve the ADA’s aspirations. The argument is made that the disability community and inclusion effort must participate in a leadership role in shaping the current transformation of society, including three broad systemic factors: (a) design and development, (b) research and evidence, and (c) education and learning, to avert widening disparity and address risks that affect all members of the global society

    The IDCnet approach: educating students and professionals in 'design for all'

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    will enable people with impairments to move through life with appropriate Assistive Technology to meet their changing needs. A key requirement within such an infrastructure is education. The Inclusive Design Curriculum Network (IDCnet) is a Thematic Network financed by the Information Society Technologies (IST) Programme of the European Commission (http://www.idcnet.info/). The aim of the project is to integrate information and identify core knowledge sets and skills for model curricula in Design for All (DfA) specifically for information and communication products, systems and services. This presentation will present some ideas which are still under discussion and will invite further contributions, both now and as the project progresses

    E-learning in Information Accessibility of Disabled Assistant Technology

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    Engineering Instruction, Inclusion, and Comics: Reflections from a Student Illustrator and an Instructor

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    This paper presents the opportunity gap for comics in engineering education, through reflections from a team redesigning a mechanical engineering syllabi using illustrations. To increase a sense of belonging among diverse students, the authors of this paper propose a graphic narrative focused on the curriculum of the mechanical engineering department at a large public university in Western United States. We hope that this paper addresses the underutilized and largely missed opportunity to add engagement, better conceptual understanding, and improve inclusion in engineering classrooms through incorporating visual illustrations

    What to teach? A taxonomy of Knowledge and Skills for 'Design for All' Curricula related to HCI

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    An EU project called IDCnet is focusing on educating the students and professionals who are learning and working in the area of information and communication technologies (ICT) to include the requirements of older and disabled people. The aim of the project is to integrate information and identify core knowledge sets and skills for model curricula in Design for All (DfA) specifically for information and communication products, systems and services. Various categories of knowledge and skills have been identified as being important to include in modules and courses with Design for All content, e.g., awareness raising, reasons for promoting Design for All, and what legislation and guidelines are important to consider. Nine categories and some suggestion of the content of courses in inclusive design for ICT are discussed, suggesting what to teach and why it is important. The paper concludes by stating that the work of IDCnet will be extended by carrying out teaching pilots, by communicating the results to Education Policy and Strategy bodies, and by inviting participation and contributions from interested and informed experts in this field
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