Classification and Analysis of Regulatory Pathways Using Graph Property, Biochemical and Physicochemical Property, and Functional Property

Given a regulatory pathway system consisting of a set of proteins, can we predict which pathway class it belongs to? Such a problem is closely related to the biological function of the pathway in cells and hence is quite fundamental and essential in systems biology and proteomics. This is also an extremely difficult and challenging problem due to its complexity. To address this problem, a novel approach was developed that can be used to predict query pathways among the following six functional categories: (i) “Metabolism”, (ii) “Genetic Information Processing”, (iii) “Environmental Information Processing”, (iv) “Cellular Processes”, (v) “Organismal Systems”, and (vi) “Human Diseases”. The prediction method was established trough the following procedures: (i) according to the general form of pseudo amino acid composition (PseAAC), each of the pathways concerned is formulated as a 5570-D (dimensional) vector; (ii) each of components in the 5570-D vector was derived by a series of feature extractions from the pathway system according to its graphic property, biochemical and physicochemical property, as well as functional property; (iii) the minimum redundancy maximum relevance (mRMR) method was adopted to operate the prediction. A cross-validation by the jackknife test on a benchmark dataset consisting of 146 regulatory pathways indicated that an overall success rate of 78.8% was achieved by our method in identifying query pathways among the above six classes, indicating the outcome is quite promising and encouraging. To the best of our knowledge, the current study represents the first effort in attempting to identity the type of a pathway system or its biological function. It is anticipated that our report may stimulate a series of follow-up investigations in this new and challenging area

Annual Report of the University, 2007-2008, Volumes 1-6

Project Summary and Goals Historically, affirmative action policies have evolved from initial programs aimed at providing equal educational opportunities to all students, to the legitimacy of programs that are aimed at achieving diversity in higher education. In June 2003, a U.S. Supreme Court ruling on affirmative action pushed higher education across the threshold toward creating a new paradigm for diversity in the 21 51 century. The court clearly stale that affirmative action is still viable but that our institutions must reconsider our traditional concepts for building diversity in the next few decades. This shift in historical context of diversity in our society has led to an important objective: If a diverse student body is an essential factor in a quality higher education, then it is imperative that elementary, secondary and undergraduate schools fulfill their missions to successfully educate a diverse population. In NM, the success of graduate programs depends on the state\u27s P-12 schools, the community and institutions of higher education, and their shared task of educating all students. Further, when the lens in broadened to view the entire P - 20 educational pipeline, it becomes apparent that the loss of students from elementary school to high school is enormous, constricting the number of students who go on to college. Not only are these of concern to what is happening in terms of their academic education but as well in terms of the communities that are affected to make critical decision and become and stay involved in the political and policy world that affects them. Guiding Principles Engaging Latino Communities for Education New Mexico (ENLACE NM) is a statewide collaboration of gente who represent the voices of underrepresented children and families- people who have historically not had a say in policy initiatives that directly impact them and their communities. Therefore, they, and others from our community, are at the forefront of this initiative. We have developed this collaboration based on a process that empowers these communities to find their voice in the pursuit of social justice and educational access, equity and success