Web-based Gene Pathogenicity Analysis (WGPA): a web platform to interpret gene pathogenicity from personal genome data

UNLABELLED: As the volume of patient-specific genome sequences increases the focus of biomedical research is switching from the detection of disease-mutations to their interpretation. To this end a number of techniques have been developed that use mutation data collected within a population to predict whether individual genes are likely to be disease-causing or not. As both sequence data and associated analysis tools proliferate, it becomes increasingly difficult for the community to make sense of these data and their implications. Moreover, no single analysis tool is likely to capture all relevant genomic features that contribute to the gene's pathogenicity. Here, we introduce Web-based Gene Pathogenicity Analysis (WGPA), a web-based tool to analyze genes impacted by mutations and rank them through the integration of existing prioritization tools, which assess different aspects of gene pathogenicity using population-level sequence data. Additionally, to explore the polygenic contribution of mutations to disease, WGPA implements gene set enrichment analysis to prioritize disease-causing genes and gene interaction networks, therefore providing a comprehensive annotation of personal genomes data in disease. AVAILABILITY AND IMPLEMENTATION: wgpa.systems-genetics.net

Discovering the Pedagogy and Secrets of Gamification and Game-Based Learning Applied to the Music Theory Classroom

This research project aims to establish the credibility of gamification and game-based learning (GBL) in higher education and online education, specifically for applying digital game-based learning (DGBL) to the twenty-first-century music theory classroom. This research project aims to address the current Education Engagement Crisis, the historical need of engaging students, and adapting the music curriculum to the current technological age. This research project will propose an original digital game concept and framework for teaching music theory core skills and other areas of music-related study in higher education as its contribution to the field and research of music education and digital game-based learning. The proposed game, the Universe of Music Theory: Music Masters (UoMT), will be an immersive, engaging, fun, and interactive, online learning-centered game created for the music theory core curricula and designed to address the preferred learning methods of digital natives. This framework may work alongside any music-core program or course as a MIDI lab activity, course-facilitated, or independent supplemental teaching and learning tool. The UoMT will facilitate unique opportunities to teach, reinforce, and assess music theory concepts in a praxial manner that will enable students to practice music-core skills (Music Theory, Keyboard Skills, and Aural Skills) and explore interconnected music-related disciplines (music academia, natural and scientific sound and music phenomena, and psychology of music). What the student learns in class will increase their in-game efficiency and what the student reviews in the game will increase their in-class efficiency

School Climate Transformation: Using a PBIS Model in Indian Country

In 2015, the Montana Office of Public Instruction received federal funding to implement a School Climate Transformation grant in schools on or near tribal lands. We describe the process of and highlight issues related to developing and implementing a PBIS model in a culturally sensitive manner

Moving from Self to System: A Framework for Social Justice Centered on Issues and Action

In this article, authors propose a framework for social justice in preservice teacher education that differs from traditional approaches to diversity related courses. Rather than a sole focus on the ‘isms’, such as racism or classism, five distinct yet simultaneously occurring components are offered for the paradigm. First, this approach to social justice must continuously examine students’ autobiographical experiences. Learners interpret new information through their personal, socially constructed lenses, and it is thus crucial to help them identify and unpack their complex experiences. Second, we call for an organization by topics of concern for dismantling inequity, such as understanding systemic injustices within schools and outside of schools; the social construction of identity; and examining both how and what we teach. Third, we incorporate the critical analysis of media in order to better understand the ways issues are constructed and upheld in the dominant hegemonic culture. Fourth, our model encourages students to conceptualize social justice not only in pedagogical ways, but also as it relates to the content so as to address students’ struggles in connecting social justice to their discipline or grade level. Finally, this method includes the creation and implementation of social action projects. Too often we teach students ‘about’—about theories, about people, about schools without involving our students in the act of social justice.  For each component, we provide a description and justification as well as tangible examples of its implementation from our own practice.  We include further considerations for using the paradigm in discipline-specific ways and end with a call to action for continuing social justice education. 

Study of a magnetorheological fluid submitted to a uniform magnetic field

ABSTRACT: In this work, the rheological and hyperfine properties of a magnetorheological fluid (MRF) under the action of a uniform external magnetic field are analysed. Powders of native mineral magnetite of micrometric particle size, after a pulverization process, form the solute of these fluids. The sizes of these samples are selected by sieving in order to obtain sizes of around 20μm and 45μm. The powders are characterized by means of Mössbauer spectroscopy to analyse their stoichiometry giving rise to a non-stoichiometric magnetite Fe2.96O4 in addition to a hematite component. Result of viscosity and shear stress in the low-speed regime were analysed using the Hershel Buckley method. In particular, the case of surface tension it decreases with the application of a uniform magnetic flux density, which is understood in terms of a phase separation due to the formation of mesoscopic structures, thus decreasing the cohesion force and increasing the adhesion force

Real-time diameter of the fetal aorta from ultrasound

The automatic analysis of ultrasound sequences can substantially improve the efficiency of clinical diagnosis. This article presents an attempt to automate the challenging task of measuring the vascular diameter of the fetal abdominal aorta from ultrasound images. We propose a neural network architecture consisting of three blocks: a convolutional neural network (CNN) for the extraction of imaging features, a convolution gated recurrent unit (C-GRU) for exploiting the temporal redundancy of the signal, and a regularized loss function, called CyclicLoss, to impose our prior knowledge about the periodicity of the observed signal. The solution is investigated with a cohort of 25 ultrasound sequences acquired during the third-trimester pregnancy check, and with 1000 synthetic sequences. In the extraction of features, it is shown that a shallow CNN outperforms two other deep CNNs with both the real and synthetic cohorts, suggesting that echocardiographic features are optimally captured by a reduced number of CNN layers. The proposed architecture, working with the shallow CNN, reaches an accuracy substantially superior to previously reported methods, providing an average reduction of the mean squared error from 0.31 (state-of-the-art) to 0.09 $$ackslashmathrmmm^2$$mm2, and a relative error reduction from 8.1 to 5.3%. The mean execution speed of the proposed approach of 289 frames per second makes it suitable for real-time clinical use

The indigenous settlement of Monte Iato (western Sicily): an ethnoarchaeometric approach for outlining local Archaic ceramic productions

An ethnoarchaeometric approach has been followed to identify the textural and compositional characteristics of the ceramic pastes produced in ancient Iaitas/Ietas, an indigenous site located in western Sicily on Monte Iato, a few tens of kilometres from Palermo. This approach was primarily motivated by the lack of discovered Archaic kilns or production sites/workshops and the inability to identify reference groups. Raw clays were sampled in the territory of San Cipirello and San Giuseppe Iato (today\u2019s municipalities both sited on the northern slopes of Monte Iato), together with representative historic tiles and bricks locally produced until fairly recently. Grain-size analysis and experimental firings were performed on the clay samples. A significant number of archaeological ceramic samples (incised and painted indigenous pottery dating back to the seventh\u2013fifth centuries BCE) from stratigraphic excavations on Monte Iato, and hypothesized as local productions on a stylistic-morphological basis, was carefully selected for archaeometric analysis. This set of samples (90 in total, comprising raw clays, historic tiles/bricks and archaeological ceramics) underwent a combined chemical and mineralogical-petrographic analysis to identify any possible compositional matching. This approach enabled the identification of minero-petrographic and chemical markers pertinent to the indigenous Archaic pottery produced at Monte Iato, although no evidence of coeval ceramic kilns has been found so far. Local raw clay sources have been documented and some significant points of the cha\ueene op\ue9ratoire adopted in antiquity have been noted (clay mixing and tempering practices). Attesting Monte Iato as a centre of ceramic production and defining both the microscopic fabric and the average composition of local pastes open up new perspectives in the complex issue concerning the production and regional circulation of incised and painted indigenous ceramics in Archaic Sicily

Statewide Collaboration to Improve ASD Initiatives in Montana

The Montana Autism Center, funded by a small state grant from AMCHP, is part of the national Act Early Network. This poster highlights initial outcomes from the first 18 months of grant funding. It describes the “fast facts” related to ASD service provision (screening and monitoring) in Montana