Differentiating Between a Protein and its Decoy Using Nested Graph Models and Weighted Graph Theoretical Invariants

To determine the function of a protein, we must know its 3-dimensional structure, which can be difficult to ascertain. Currently, predictive models are used to determine the structure of a protein from its sequence, but these models do not always predict the correct structure. To this end we use a nested graph model along with weighted invariants to minimize the errors and improve the accuracy of a predictive model to determine if we have the correct structure for a protein

Because Excel will Mind Me! The State of Constituent Data Management in Small Nonprofit Organizations

The value of constituent data to the non-profit sector is higher than ever (Hagen, 2006). Yet for small nonprofit organizations in particular, collecting, maintaining, accessing, and summarizing constituent data remains a daunting and frustrating task. This research examines why this is so. Using case studies of two small nonprofit organizations, we identify challenges faced by these organizations in managing their constituent data. Analyzing these challenges and working with the nonprofits to address the challenges have resulted in a set of recommendations we offer for MIS researchers to become more engaged in serving this sector

Exploring teachers’ constructs of mental health and their reported responses to young people experiencing mental health problems: a grounded theory approach

The current research used a grounded theory approach (Charmaz, 2006) to explore the ways in which a small group of teachers working in mainstream schools constructed the term ‘mental health’ and how they responded to young people who may be experiencing ‘mental health’ problems. The findings indicated that four conceptual categories emerged from the data. One of the conceptual categories indicated that the teachers had two constructs of mental health, with one construct suggesting teachers felt mental health language was limiting for young people. Conversely, it was also found that mental health language could have a motivating effect on the teachers in being able to know how to respond to young people with mental health problems. In addition, it was found that the teachers lacked confidence in sharing ownership of the term ‘mental health’. The research findings also highlighted two further conceptual categories with regards to the teachers’ responses to young people with mental health problems. The teachers were active in engaging in a collective responsibility with their teaching colleagues when responding to mental health problems. The teachers also used their interpersonal and intrapersonal skills to develop relationships with young people in the hope that this will help them to regulate and contain their emotions