An Introduction to Programming for Bioscientists: A Python-based Primer

Computing has revolutionized the biological sciences over the past several decades, such that virtually all contemporary research in the biosciences utilizes computer programs. The computational advances have come on many fronts, spurred by fundamental developments in hardware, software, and algorithms. These advances have influenced, and even engendered, a phenomenal array of bioscience fields, including molecular evolution and bioinformatics; genome-, proteome-, transcriptome- and metabolome-wide experimental studies; structural genomics; and atomistic simulations of cellular-scale molecular assemblies as large as ribosomes and intact viruses. In short, much of post-genomic biology is increasingly becoming a form of computational biology. The ability to design and write computer programs is among the most indispensable skills that a modern researcher can cultivate. Python has become a popular programming language in the biosciences, largely because (i) its straightforward semantics and clean syntax make it a readily accessible first language; (ii) it is expressive and well-suited to object-oriented programming, as well as other modern paradigms; and (iii) the many available libraries and third-party toolkits extend the functionality of the core language into virtually every biological domain (sequence and structure analyses, phylogenomics, workflow management systems, etc.). This primer offers a basic introduction to coding, via Python, and it includes concrete examples and exercises to illustrate the language's usage and capabilities; the main text culminates with a final project in structural bioinformatics. A suite of Supplemental Chapters is also provided. Starting with basic concepts, such as that of a 'variable', the Chapters methodically advance the reader to the point of writing a graphical user interface to compute the Hamming distance between two DNA sequences.Comment: 65 pages total, including 45 pages text, 3 figures, 4 tables, numerous exercises, and 19 pages of Supporting Information; currently in press at PLOS Computational Biolog

Non-Visual Representation of Complex Documents for Use in Digital Talking Books

Essential written information such as text books, bills, and catalogues needs to be accessible by everyone. However, access is not always available to vision-impaired people. As they require electronic documents to be available in specific formats. In order to address the accessibility issues of electronic documents, this research aims to design an affordable, portable, standalone and simple to use complete reading system that will convert and describe complex components in electronic documents to print disabled users

Defining Strong State Accountability Systems: How Can Better Standards Gain Greater Traction?

This report is a pilot study intended to inform a larger analysis of the accountability systems in every state (and the District of Columbia) during the  early years of Common Core implementation. We ask that the reader treat it as  such and provide us with feedback on the accountability principles contained  herein. We plan to apply these principles, once revised, to all fifty state  accountability systems in order to appraise their quality. Our first national report  is slated for early 2013, with follow?up studies two and four years later. Tracking  systems in this manner will prove beneficial because many states will be in "flux"  over the next several years as they refine and adapt their systems based on the  demands of the Common Core and on the plans and promises outlined in their  recently approved waivers (and/or those provisions detailed by ESEA  reauthorization legislation—assuming Congress one day gets its act together).Fordham is also conducting three other studies pertinent to CCSS implementation.  The first is an analysis of Common Core implementation costs; the second, an in? depth study of district?level implementation of CCSS; and the third, a nationally  representative survey of English language arts teachers that assesses the rigor of  their reading assignments both before and after implementation of CCSS (summer  2012 and spring 2015)

Calculus III (UNG)

This Grants Collection for Calculus III was created under a Round Seven ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/mathematics-collections/1030/thumbnail.jp

A comparative study of D2L's Performance with a purpose built E-learning user interface for visual- and hearing-Impaired students

An e-learning system in an academic setting is an efficient tool for all students especially for students with physical impairments. This thesis discusses an e-learning system through the design and development of an e-learning user interface for students with visual- and hearing- impairment. In this thesis the tools and features in the user interface required to make the learning process easy and effective for students with such disabilities have been presented. Further, an integration framework is proposed to integrate the new tools and features into the existing e-learning system Desire-To-Learn (D2L). The tools and features added to the user interface were tested by the selected participants with visually-and hearing- impaired students from Laurentian University’s population. Two questionnaires were filled out to assess the usability methods for both the D2L e-learning user interface at Laurentian University and the new e-learning user interface designed for students with visual and hearing impairment. After collecting and analyzing the data, the results from different usability factors such as effectiveness, ease of use, and accessibility showed that the participants were not completely satisfied with the existing D2L e-learning system, but were satisfied with the proposed new user interface. Based on the new interface, the results showed also that the tools and features proposed for students with visual and hearing impairment can be integrated into the existing D2L e-learning system.Master of Science (MSc) in Computational Science

Experiences of Middle School Students With Visual Impairments Accessing Technologies In Inclusive Classrooms

As the educational environment is moving more towards a technology-rich system, students with visual impairments (VI) educated in general education classrooms must be guaranteed equitable access to content curricula. The purpose of this study was to understand the experiences of middle school students with VI when accessing and using technologies in general education classrooms. In this multiple case study, three middle school students with VI were observed in general education settings for two school days. In addition to the students, general education teachers and teachers of students with VI (TVI) also participated in the study to understand how best they support access to technologies for students with VI in their classrooms. The theoretical framework that guided this study was Piaget’s cognitive development theory, and the learning model was Universal Design for Learning. Data were collected through multiple instruments: observations, interviews, and educational documents. Students, their general education teachers, and TVIs were interviewed about their experiences with the use of technologies in classrooms. After data collection, the analysis was completed using within-case and cross-case analysis. The within-case analysis revealed the experiences of using technologies in general education classrooms for each student in the form of a narrative story. Each student’s story included the components: (a) how did they see their world?, (b) how did they experience their school day?, and (c) how did their ideal world compare to their real world? The cross-case analysis was conducted by comparing participants’ experiences with technologies in general education classrooms. Four broad themes emerged from the cross-case analysis: (a) technology is imperative in general education classrooms; (b) frustrations with accessibility issues in general education classrooms; (c) for general education teachers, it has been a learning curve; and (d) for TVIs, the buck stops with them when it comes to access technology. Within the above four broad themes, some emerged findings were intriguing. General education teachers were open to training on technologies that are more engaging for students, as opposed to technologies that were universally accessible. Inaccessible technologies used in classrooms were not only the ones adopted by the school or district, but they included programs that were created and shared by other teachers through learning communities. While the students, general education teachers, and TVIs in this study understood the legal mandates of IDEA and an IEP, they did not know any other accessibility laws related to technologies that Kindergarten-Grade 12 schools should abide by. Conceptually, some sub-themes found in this study were: (a) the majority of educators were differentiating the curricula to meet the needs of students through constant adaptation as opposed to using tools that account for learner variability at the outset, and (b) student choice and advocacy played a big role in the experiences of students with VI in general education classrooms. Based on the findings, implications for practice and future research directions are discussed in this study

Performance measurement and analysis of PC based cluster server using SET of Architecture and modeling a scalable High performance cluster

Not availabl

Library Buildings And The Building Of A Collaborative Research Collection At The Tri-College Library Consortium

This report is the product of a planning grant awarded by The Andrew W. Mellon Foundation in 2001 to the Tri-College Library Consortium, which comprises the libraries of Bryn Mawr, Haverford and Swarthmore Colleges. The grant proposal, entitled “Library Buildings and the Building of a Collaborative Research Collection at the Tri-Colleges,” set out a research agenda designed to address two central questions. The first question was a challenge: How could the three libraries come to terms with space problems caused by ever-growing collections and increasing demands to accommodate media, teaching, and student study areas in an environment in which library building expansion was a remote possibility? The second question was an opportunity: Could the libraries take advantage of their history of cooperation and the powerful tool of a unified online catalog to create a single research-quality collection out of the combined holdings of three strong liberal arts colleges? Working with a consultant, a seven-member Planning Group representing the three colleges and the consortium gathered data on the collections, convened focus groups of faculty and students, and engaged three publishing industry experts to assess the state of electronic publishing. After analyzing the data, the Planning Group studied alternatives for maximizing collection space and made recommendations for new models and strategies to be pursued by the Tri-Colleges consortium