From data towards knowledge: Revealing the architecture of signaling systems by unifying knowledge mining and data mining of systematic perturbation data

Genetic and pharmacological perturbation experiments, such as deleting a gene and monitoring gene expression responses, are powerful tools for studying cellular signal transduction pathways. However, it remains a challenge to automatically derive knowledge of a cellular signaling system at a conceptual level from systematic perturbation-response data. In this study, we explored a framework that unifies knowledge mining and data mining approaches towards the goal. The framework consists of the following automated processes: 1) applying an ontology-driven knowledge mining approach to identify functional modules among the genes responding to a perturbation in order to reveal potential signals affected by the perturbation; 2) applying a graph-based data mining approach to search for perturbations that affect a common signal with respect to a functional module, and 3) revealing the architecture of a signaling system organize signaling units into a hierarchy based on their relationships. Applying this framework to a compendium of yeast perturbation-response data, we have successfully recovered many well-known signal transduction pathways; in addition, our analysis have led to many hypotheses regarding the yeast signal transduction system; finally, our analysis automatically organized perturbed genes as a graph reflecting the architect of the yeast signaling system. Importantly, this framework transformed molecular findings from a gene level to a conceptual level, which readily can be translated into computable knowledge in the form of rules regarding the yeast signaling system, such as "if genes involved in MAPK signaling are perturbed, genes involved in pheromone responses will be differentially expressed"

Affordable heat: A whole-buildings efficiency service for Vermont families and businesses

Policy Leadership Initiative Year III Addressing Energy Challenges for Low-income Families in Northern New Englan

Former Students\u27 Perceptions of How Theatre Impacted Life Skills and Psychological Needs

The purpose of this qualitative case study was to investigate former high school theatre students\u27 perceptions of how theatre education addressed their psychological needs and impacted life skills. Participants were graduates of a large metropolitan high school, located near Atlanta, GA. A focus group, individual semi-structured interviews and collection of artifacts were the data collection procedures utilized to discover students\u27 perceptions. Pseudonyms were used to protect the identities of the participants. The data analysis process included initial coding, axial coding and memo writing. Based on the information from the interviews, this case study showed the benefits of offering youth opportunities to engage in theatre education and supported research that indicates the positive outcomes of arts education. The findings of the study indicate that theatre education impacts students\u27 life skills and psychological needs. Participants report gaining life skills, such as, hard-work, social skills, perseverance and career training. The data also revealed that participants experienced psychological benefits, such as, confidence, sense of belongingness, accomplishment and cognitive abilities

Leading Online Professional Development for Instructional Technology Coaches with Effective Design Elements

Online professional development became a necessity during the pandemic for educators, including Instructional Technology Coaches, to continue to gain knowledge to improve instruction. In this study, Instructional Technology Coaches participated in an online professional development series of synchronous and asynchronous sessions called Pathways. Two theoretical frameworks were used to support the research: Adult Learning Theory with an emphasis on the Theory of Computer-based Instruction for Adults, and TPACK. The seven characteristics of effective professional development created by Darling-Hammond et al. (2017) provided a foundation on which design elements to include in Pathways. There were 10 design elements that were implemented in this single-case study: content-focused, active learning, collaboration, modeling, coaching support, feedback, sustained duration and time, reflection, resources, and format of Microsoft Class Teams. All 28 participants were given the opportunity to complete feedback forms after every synchronous session and complete three asynchronous assignments to demonstrate how their TPACK was impacted throughout the Pathway. There were 8 of the 28 participants who agreed to also participate in interviews. Based on the qualitative data collected from feedback forms, interviews, and asynchronous assignments, all ten design elements were perceived by the participants to be beneficial to their learning. Some participants found some hindrances to their learning from certain aspects of the design elements: active learning, collaboration, modeling, feedback, sustained duration and time, and the format of Microsoft Class Teams. The TPACK of the participants was also positively impacted throughout the Pathway as discovered by the rubric results of the asynchronous assignments. Future research can continue the research for how design elements can impact Instructional Technology Coaches learning through Pathways during the school year