Integrating Genomic Knowledge Sources through an Anatomy Ontology

Modern genomic research has access to a plethora of knowledge sources. Often, it is imperative that researchers combine and integrate knowledge from multiple perspectives. Although some technology exists for connecting data and knowledge bases, these methods are only just begin-ning to be successfully applied to research in modern cell biology. In this paper, we argue that one way to integrate multiple knowledge sources is through anatomy—both generic cellular anatomy, as well as anatomic knowledge about the tissues and organs that may be studied via microarray gene expression experiments. We present two examples where we have combined a large ontology of human anatomy (the FMA) with other genomic knowledge sources: the gene ontology (GO) and the mouse genomic databases (MGD) of the Jackson Labs. These two initial examples of knowledge integration provide a proof of concept that anatomy can act as a hub through which we can usefully combine a variety of genomic knowledge and data

Naked Exclusion: A Reply

Our one-page reply to Whinston and Siegal's forthcoming AER article correcting and elaborating our 1991 AER article.exclusion, tying, anti-trust,exclusive dealing

John Wiley

Mr. Wiley responded to an open call for Story Corps-style oral histories and self-recorded this interview during Homecoming 2018. He was a physics major and is member of Theta Chi. He discusses his reason for coming to IWU and his post-graduate and career work, and he shares how and why he stayed connected to IWU since his graduation

A Rhetorical Analysis of Lincoln, the First American, a Speech by Franklin Baldwin Wiley

Purpose of the Study The purpose of this study was to analyze the speech Lincoln, The First American given on February 12, 1913 by Franklin Baldwin Wiley. Hypothesis It was hypothesized that a rhetorical analysis of Lincoln, The First American would give significant rhetorical and historical insights into Lincoln, into Franklin Baldwin Wiley, and into the times of both men. Materials This study primarily relied on the written works of Franklin Baldwin Wiley. Appendix A contains a copy of the original transcript of the speech Lincoln, The First American. This speech was selected because of its rhetorical-historical value. Methodology This paper applied a methodology created by B. F. McClerren and demonstrated in his rhetorical analysis: The Rhetoric of Abortion: a Weaverian Method of Analysis, (unpublished manuscript, Eastern Illinois University, 1989). This methodology provided for three basic identifications: emotive language, modes of argument, and philosophical frameworks. Conclusion The hypothesis was supported. The analysis revealed that Franklin Baldwin Wiley and Abraham Lincoln artistically marshaled language and argument to responsibly and clearly indicate their respective philosophical frameworks. The following suggestions for further study using the same methodology are offered: 1. Study the speeches of Franklin Baldwin Wiley on other subjects. 2. Study the rhetoric and philosophy of other speakers and writers during the time of Franklin Baldwin Wiley. 3. Study the rhetoric and philosophy of other speakers and writers during the time of Lincoln. 4. Study and compare the rhetoric and philosophy of early national, later national, and contemporary speakers

The theory and practice of discipline in the Scottish Reformation

Protestant discipline was a theory of immense importance la the Scottish, English and European, reformations of the sixteenth century. Later confusion and disparagement, should not blind .modern scholarship to the high value set on the "third mark" by the reformers, Behind the tensions of late sixteenth century Scotland we have glimpsed a great unitive theory of discipline which never quite reached agreement and practice, but yet may offer the modern church a clue and precedent to enable her to rise above the bias and restrictions of fixed ecclesiastical polities and ceremonies.Discipline was important, but always highly controversial. Questions about the relative importance and nature of discipline were never universally agreed upon by the protestant reformers. This wag disastrous because, lacking clear and accepted definition, it was inevitable that the new churches would develop divergent and conflicting theories and practices.Why was not a clear and universal definition reached? I do not believe this can be answered until two more major studies in discipline have bees, made--studies of the disciplinary theories of Martin Bucer and John Calvin. There are evidences of much strain and lack of clarity in the Frankfort experiences and the Scottish documents. I conjecture that this mirrors an insecurity caused by Calvin's retreat from the broad, bold theory of Martin Bucer and, perhaps, from Calvin's own earlier position. I am convinced from Calvin's treatment of discipline in the 1559 Institutes that he had become hesitant about the value of the contemporary practice of discipline in many reformed areas. I have suggested that this may have been for theological reasons (the possible tyranny of an external aid over the Word and sacraments) or for a very practical reason--the fear of losing England to the reformation. Certainly the net result was to lead Calvin to reduce discipline to a system of judicial censure omitting it as a necessary mark of the true churc