Recovering Sparse Signals Using Sparse Measurement Matrices in Compressed DNA Microarrays

Microarrays (DNA, protein, etc.) are massively parallel affinity-based biosensors capable of detecting and quantifying a large number of different genomic particles simultaneously. Among them, DNA microarrays comprising tens of thousands of probe spots are currently being employed to test multitude of targets in a single experiment. In conventional microarrays, each spot contains a large number of copies of a single probe designed to capture a single target, and, hence, collects only a single data point. This is a wasteful use of the sensing resources in comparative DNA microarray experiments, where a test sample is measured relative to a reference sample. Typically, only a fraction of the total number of genes represented by the two samples is differentially expressed, and, thus, a vast number of probe spots may not provide any useful information. To this end, we propose an alternative design, the so-called compressed microarrays, wherein each spot contains copies of several different probes and the total number of spots is potentially much smaller than the number of targets being tested. Fewer spots directly translates to significantly lower costs due to cheaper array manufacturing, simpler image acquisition and processing, and smaller amount of genomic material needed for experiments. To recover signals from compressed microarray measurements, we leverage ideas from compressive sampling. For sparse measurement matrices, we propose an algorithm that has significantly lower computational complexity than the widely used linear-programming-based methods, and can also recover signals with less sparsity

A COMPARATIVE SURVEY OF PRINCIPLES OF CORPORATE GOVERNANCE IN IRANIAN STATE BANKS AND PRIVATE BANKS ADOPTED IN TEHRAN STOCK EXCHANGE

Corporate governance is defined as relation between manager delegation, manger, bane Shareholders and all beneficiaries. Lack of Corporate governance in banks can instable monetary system and impose systemized risks on economy. In this survey study comparative company govern principles in Iran private banks in Tehran stack exchange that measured company govern principles with variables like Stockholders number, ownership concentration, Information disclose score, Information voluntary disclose, Information disclose in internet network, number of manager delegation reported page, no administer managers number, the number of managers panel, minatory, Stockholders revision, Major stockholders supervisory, internal accounting, organizational moral, increase activities in clear markets. So we select a society include all Iranian public banks in Tehran stock exchange from 2009 to 2014. And they use systematic delete method for selected sample selection we use Mann–Whitney U test and Wilcoxon W sample T- test mean comparative test for study results accuracy and results of hypothesis test show there is meaningful difference between applying private principles of private and public banks. JEL: D24, O16  Article visualizations

Post-adjunct reading comprehension questions and meaning construction : a case of gender study

This article explicates on how the post-adjunct reading comprehension questions existing in the Iranian high school and pre-university English textbooks affect the comprehension of the related students. It further purports to see if there is a significant gender difference in the comprehension of reading texts by these student groups. To this end, 240 third-grade high school and pre-university students (equal number of male and female) participated in this investigation. The results demonstrated a significant superiority in the subjects’ reading comprehension when they answered the texts with the post-adjunct reading comprehension questions, designed by the researchers for this purpose. The results also showed non-significant gender disparities in the comprehension of given texts

Teacher cognition and classroom practice in the context of curricular reform

This study investigates how teacher cognition-what language teachers think, know, and believe-contributes to the practices of eight secondary school EFL teachers in Iran within the context of constructivist/communicative-oriented teaching (CCOT) curriculum reform. Specifically, highlighting the influence of both macro- and micro-contexts, this study takes into account the contextual factors influencing teachers’ beliefs and the role they play in pedagogic practice and curriculum delivery. To gain a better understanding of the complex features of teacher beliefs and dynamic interactions among beliefs, practices, and context, this inquiry used a qualitative case study approach. Data were collected using multiple instruments, namely, in-depth semi-structured interviews, classroom observations, and stimulated recall interviews, which have allowed for triangulation of the findings. Findings reveal that language teachers’ practices are shaped in unique and often unpredictable ways by their beliefs that have emerged from teachers’ diverse personal and language learning histories, language teacher education experiences, and the specific contexts in which they do or learn to do their work. These contextual factors are interrelated and collectively broaden the mismatch between teachers’ stated beliefs and their actual practice of CCOT and to the limited uptake of reform implementation. The research interestingly reveals that the less experienced teachers introduced a stronger element of CCOT recommended by the curriculum into their lessons, while the more experienced teachers displayed more traditional approach to teaching. This study advances thinking on teachers’ beliefs and practice by highlighting the need to view teachers’ beliefs as a system, to explore the interactive features of teachers’ beliefs, and how such interactions impact their practice. The study also highlights the situated nature of teachers’ beliefs with significant implications for teachers as well as other stakeholders such as teacher educators, policy makers, curriculum developers, and many other important issues in secondary foreign language education in Iran and other similar contexts internationally