Mapping behavioral specifications to model parameters in synthetic biology

With recent improvements of protocols for the assembly of transcriptional parts, synthetic biological devices can now more reliably be assembled according to a given design. The standardization of parts open up the way for in silico design tools that improve the construct and optimize devices with respect to given formal design specifications. The simplest such optimization is the selection of kinetic parameters and protein abundances such that the specified design constraints are robustly satisfied. In this work we address the problem of determining parameter values that fulfill specifications expressed in terms of a functional on the trajectories of a dynamical model. We solve this inverse problem by linearizing the forward operator that maps parameter sets to specifications, and then inverting it locally. This approach has two advantages over brute-force random sampling. First, the linearization approach allows us to map back intervals instead of points and second, every obtained value in the parameter region is satisfying the specifications by construction. The method is general and can hence be incorporated in a pipeline for the rational forward design of arbitrary devices in synthetic biology

Table_1_Cultural competence education for undergraduate medical students: An ethnographic study.DOCX

The COVID-19 pandemic and the escalation of the Black Lives Matter Movement worldwide have foregrounded the long-standing inequality in society and healthcare. The provision of culturally competent care has become more necessary than at any other time. However, cultural competence (CC) education remains inconsistent across medical schools, and little is known about how students develop their CC through campus-based classroom teaching. We took an ethnographic approach to study students’ development of CC in campus-based formal classroom teaching. This study was conducted in a large London medical school in England. We triangulated data collected from 6-month participant observation, 25 individual interviews, and three focus groups to generate reliable accounts of students’ CC developmental experience. Thick descriptions were developed through iterative, inductive, interactive, and reflexive review and interpretation of data using NVivo 11. The results show that students undergo staged cultural learning throughout their undergraduate medical curriculum through bespoke CC lectures, workshops, clinical/research projects, and integrated clinical simulations that incorporate CC and other clinical subjects. The early learning mainly takes place in the pre-clinical year of the curriculum, among which a range of valued-based sessions is observed as conducive to students’ development of CC. As they progress, students develop their CC by attending clinical sessions with embedded cultural content. The curriculum in senior years presents reduced mandatory teaching, but more clinical exposure and opportunities to reach out to other subjects and disciplines. It means students start to have more diverse and dispersed learning experiences based on their individual choices, some of which may contribute to their development of CC. This study provides a rare insight into medical students’ CC development through participation in campus-based classroom teaching. Various learning opportunities contribute to different aspects of CC development and cater to different learning preferences of the diverse student population. To support students’ comprehensive development of CC, educators need to work collaboratively and use overt signposting to related disciplines and subjects. There needs to be recognition of students’ learning not only in the formal curriculum but also in the informal and hidden curricula.</p

Table_3_Cultural competence education for undergraduate medical students: An ethnographic study.DOCX

The COVID-19 pandemic and the escalation of the Black Lives Matter Movement worldwide have foregrounded the long-standing inequality in society and healthcare. The provision of culturally competent care has become more necessary than at any other time. However, cultural competence (CC) education remains inconsistent across medical schools, and little is known about how students develop their CC through campus-based classroom teaching. We took an ethnographic approach to study students’ development of CC in campus-based formal classroom teaching. This study was conducted in a large London medical school in England. We triangulated data collected from 6-month participant observation, 25 individual interviews, and three focus groups to generate reliable accounts of students’ CC developmental experience. Thick descriptions were developed through iterative, inductive, interactive, and reflexive review and interpretation of data using NVivo 11. The results show that students undergo staged cultural learning throughout their undergraduate medical curriculum through bespoke CC lectures, workshops, clinical/research projects, and integrated clinical simulations that incorporate CC and other clinical subjects. The early learning mainly takes place in the pre-clinical year of the curriculum, among which a range of valued-based sessions is observed as conducive to students’ development of CC. As they progress, students develop their CC by attending clinical sessions with embedded cultural content. The curriculum in senior years presents reduced mandatory teaching, but more clinical exposure and opportunities to reach out to other subjects and disciplines. It means students start to have more diverse and dispersed learning experiences based on their individual choices, some of which may contribute to their development of CC. This study provides a rare insight into medical students’ CC development through participation in campus-based classroom teaching. Various learning opportunities contribute to different aspects of CC development and cater to different learning preferences of the diverse student population. To support students’ comprehensive development of CC, educators need to work collaboratively and use overt signposting to related disciplines and subjects. There needs to be recognition of students’ learning not only in the formal curriculum but also in the informal and hidden curricula.</p

Table_2_Cultural competence education for undergraduate medical students: An ethnographic study.DOCX

The COVID-19 pandemic and the escalation of the Black Lives Matter Movement worldwide have foregrounded the long-standing inequality in society and healthcare. The provision of culturally competent care has become more necessary than at any other time. However, cultural competence (CC) education remains inconsistent across medical schools, and little is known about how students develop their CC through campus-based classroom teaching. We took an ethnographic approach to study students’ development of CC in campus-based formal classroom teaching. This study was conducted in a large London medical school in England. We triangulated data collected from 6-month participant observation, 25 individual interviews, and three focus groups to generate reliable accounts of students’ CC developmental experience. Thick descriptions were developed through iterative, inductive, interactive, and reflexive review and interpretation of data using NVivo 11. The results show that students undergo staged cultural learning throughout their undergraduate medical curriculum through bespoke CC lectures, workshops, clinical/research projects, and integrated clinical simulations that incorporate CC and other clinical subjects. The early learning mainly takes place in the pre-clinical year of the curriculum, among which a range of valued-based sessions is observed as conducive to students’ development of CC. As they progress, students develop their CC by attending clinical sessions with embedded cultural content. The curriculum in senior years presents reduced mandatory teaching, but more clinical exposure and opportunities to reach out to other subjects and disciplines. It means students start to have more diverse and dispersed learning experiences based on their individual choices, some of which may contribute to their development of CC. This study provides a rare insight into medical students’ CC development through participation in campus-based classroom teaching. Various learning opportunities contribute to different aspects of CC development and cater to different learning preferences of the diverse student population. To support students’ comprehensive development of CC, educators need to work collaboratively and use overt signposting to related disciplines and subjects. There needs to be recognition of students’ learning not only in the formal curriculum but also in the informal and hidden curricula.</p

The group-level and individual-level face-selective ROIs: reliability, selectivity, and coordinates.

<p>FG, Fusiform Gyrus; LING, Lingual Gyrus; STS, Superior Temporal Sulcus; IOG, Inferior Occipital Gyrus; LOC, Lateral Occipital Cortex; IPS, Intraparietal Sulcus; SMG, Supramarginal Gyrus; IFG, Inferior Frontal Gyrus; CING, Paracingulate.</p><p>Gyrus; OFC, Orbital Frontal Cortex; FP, Frontal Pole; MFG, Middle Frontal Gyrus; PCG, Precentral Gyrus; INS, Insular.</p><p>Cortex; THA, Thalamus; a, anterior; p, posterior; s, superior; i, inferior; L, left; R, right.</p

Additional file 1: of The increasing prevalence of myopia in junior high school students in the Haidian District of Beijing, China: a 10-year population-based survey

The file attached includes the raw data of the refractive status of all individual in the present study, which from 2006 to 2015 in the junior high school in the Haidian District of Beijing, China. In each tab page, the patent ID of the students were recorded by number; the gender was recorded by male (M = 1) or female (F = 2); the refractive status of the right eye (OD), left eye (OS), and the worse eye were also recorded by diopter. At the end of each tab page, the mean, standard deviation (SD), and median of the refractive status of all individual in each year were also calculated. (XLSX 2605 kb

Significant activations elicited by perception of novel objects.

<p>Regions showing significant activations were associated with perception of novel objects compared with ordinary objects (masked inclusively with both novel and ordinary conditions versus geometric condition). (A) Activation at BA 7 in the left precuneus (lP). (B) Activation at BA 17 in the right lingual gyrus (rLG). (C) Activation at BA 18 in the right middle occipital gyrus (rMOG). The significance thresholds are <i>P</i><0.05 FWE-corrected with an extent threshold of 20 contiguous voxels. Functional maps shown at sagittal and axial sections are overlaid on the T1-weighted images.</p

Examples of experimental materials.

<p>(A) Stimuli were used in ordinary object viewing tasks. (B) Stimuli were used in novel object viewing tasks.</p

Additional file 2: of Analysis of differentially expressed genes and adaptive mechanisms of Prunus triloba Lindl. under alkaline stress

The comparison distribution diagram of FPKM of all genes in the 10 samples. (JPG 91 kb

Probabilistic map and peak locations of group-level ROIs overlaid on mean MNI152 brain surface.

<p>The probabilistic map was created by overlaying participants’ binarized activation maps with the contrast of faces versus objects. Color bar indicates the number of participants who showed face-selective activation. Spheres indicate the peak locations of thirty-seven group-level ROIs. ROIs that failed to meet the criteria of cross-subject reliability, cross-session reliability and face selectivity were colored with magenta, blue and cyan, respectively. ROIs that met all criteria were colored with green. L: left hemisphere; R: right hemisphere.</p