Network-based support vector machine for classification of microarray samples

Background: The importance of network-based approach to identifying biological markers for diagnostic classification and prognostic assessment in the context of microarray data has been increasingly recognized. To our knowledge, there have been few, if any, statistical tools that explicitly incorporate the prior information of gene networks into classifier building. The main idea of this paper is to take full advantage of the biological observation that neighboring genes in a network tend to function together in biological processes and to embed this information into a formal statistical framework. Results: We propose a network-based support vecto

熱帯熱マラリア原虫SURFIN4.1 のN 末端領域は粗面小胞体を経由した赤血球細胞質への輸送に必要とされる

長崎大学学位論文 [学位記番号]博（医歯薬）甲第579号 [学位授与年月日]平成25年3月19

What works to reduce equality gaps for disabled students in higher education: Rapid Combined Evidence Review

This evidence review explores what works to reduce equality gaps for disabled students in higher education (HE) through an extensive systematic review of the academic literature, engagement with expert stakeholders, and analysis of institutional data

The development and validation of the assessment engagement scale

IntroductionThe quality of student engagement in assessment within higher education affects learning outcomes. However, variations in conceptions of what quality in engagement looks like impacts assessment design and the way that students and lecturers engage with each other in the assessment process. Given that assessment is an important driver of student engagement in higher education, it is surprising that no specific measures to support understanding of this measure exist. To address this significant gap, we outline the evolution of an assessment engagement scale derived from a research-informed conceptual framework utilizing best practice in assessment and feedback.MethodsWe consider the validity and utility of the assessment engagement scale in supporting students’ understanding of assessment and their role within it using exploratory and confirmatory factor analyses.ResultsThe resultant nine-item assessment engagement scale’s underpinning two factors included: (i) Understanding of the Assessment Context (UAC) including one’s role within it, and confidence in navigating assessment requirement, and (ii) Realising Engagement Opportunities (REO) (i.e., willingness to engage and ability to utilise the assessment context effectively to support one’s understanding). Construct, criterion, and convergent validity of the scale were established.DiscussionThe AES is a powerful tool in promoting dialogue between lecturers and students about what high quality engagement in assessment looks like, and the respective roles of all parties in realising this. Implications for assessment practices are discussed along with the potential of the scale as a predictive and developmental tool to support enhancements in assessment design and student learning outcomes in higher education

Polysaccharides from the Chinese medicinal herb Achyranthes bidentata enhance anti-malarial immunity during Plasmodium yoelii 17XL infection in mice

<p>Abstract</p> <p>Background</p> <p>Clinical immunity to malaria in human populations is developed after repeated exposure to malaria. Regulation and balance of host immune responses may lead to optimal immunity against malaria parasite infection. Polysaccharides (ABPS) derived from the Chinese herb ox knee <it>Achyranthes bidentata </it>possess immuno-modulatory functions. The aim of this study is to use the rodent malaria model <it>Plasmodium yoelii </it>17XL (<it>P. y</it>17XL) to examine whether pretreatment with ABPS will modulate host immunity against malaria infection and improve the outcome of the disease.</p> <p>Methods</p> <p>To determine whether ABPS could modulate immunity against malaria, mice were pretreated with ABPS prior to blood-stage infection by <it>P. y</it>17XL. Host survival and parasitaemia were monitored daily. The effect of pretreatment on host immune responses was studied through the quantitation of cytokines, dendritic cell populations, and natural regulatory T cells (Treg).</p> <p>Results</p> <p>Pretreatment with ABPS prior to infection significantly extended the survival time of mice after <it>P. y</it>17XL infection. At three and five days post-infection, ABPS pretreated mice developed stronger Th1 immune responses against malaria infection with the number of F4/80⁺CD36⁺macrophages and levels of IFN-γ, TNF-α and nitric oxide being significantly higher than in the control group. More importantly, ABPS-treated mice developed more myeloid (CD11c⁺CD11b⁺) and plasmacytoid dendritic cells (CD11c⁺CD45R⁺/B220⁺) than control mice. ABPS pretreatment also resulted in modulated expression of MHC-II, CD86, and especially Toll-like receptor 9 by CD11c⁺dendritic cells. In comparison, pretreatment with ABPS did not alter the number of natural Treg or the production of the anti-inflammatory cytokine IL-10.</p> <p>Conclusion</p> <p>Pretreatment with the immuno-modulatory ABPS selectively enhanced Th1 immune responses to control the proliferation of malaria parasites, and prolonged the survival of mice during subsequent malaria infection.</p

Self-assembly of Zein-based microcarrier system for colon-targeted oral drug delivery

The advances in pharmaceutical technology allow for the development of various region-selective delivery systems for oral administration to optimize local and systemic therapy. In this paper, micronization associated with a polymorph modification approach was proposed for improving the solubility of hydrophobic drugs for developing a Zein-based colon-targeted delivery system. A microcarrier based on self-assembled structures of Zein was fabricated via a built-in ultrasonic dialysis process, which displayed high payload of a model drug, indomethacin (Indo), with its optimal crystal form. The possible self-assembly mechanism of Zein/Indo forming porous structure in the ultrasonic dialysis process was attributed to the results of intra- and/or intermolecular interactions between Zein and Indo. The designed microspheres, Zein-Indo@PDA, with a surface coating of polydopamine (PDA) not only rendered them enhanced stability and mechanical resistance but also hindered the premature drug release at undesired sites. This innovative formulation design may offer better chances of colon-targeted release

Transparency isn't spoon-feeding: How a transformative approach to the use of explicit assessment criteria can support student self-regulation

If little care is taken when establishing clear assessment requirements, there is the potential for spoon-feeding. However, in this conceptual article we argue that transparency in assessment is essential to providing equality of opportunity and promoting students’ self-regulatory capacity. We begin by showing how a research-informed inclusive pedagogy, the EAT Framework, can be used to improve assessment practices to ensure that the purposes, processes, and requirements of assessment are clear and explicit to students. The EAT Framework foregrounds how students' and teachers' conceptions of learning (i.e., whether one has a transactional or transformative conception of learning within a specific context) impact assessment practices. In this article, we highlight the importance of being explicit in promoting access to learning, and in referencing the EAT Framework, the importance of developing transformative rather than transactional approaches to being explicit. Firstly, we discuss how transparency in the assessment process could lead to “criteria compliance” (Torrance, 2007, p. 282) and learner instrumentalism if a transactional approach to transparency, involving high external regulation, is used. Importantly, we highlight how explicit assessment criteria can hinder learner autonomy if paired with an overreliance on criteria-focused ‘coaching’ from teachers. We then address how ‘being explicit with assessment’ does not constitute spoon-feeding when used to promote understanding of assessment practices, and the application of deeper approaches to learning as an integral component of an inclusive learning environment. We then provide evidence on how explicit assessment criteria allow students to self-assess as part of self-regulation, noting that explicit criteria may be more effective when drawing on a transformative approach to transparency, which acknowledges the importance of transparent and mutual student-teacher communications about assessment requirements. We conclude by providing recommendations to teachers and students about how explicit assessment criteria can be used to improve students' learning. Through an emphasis on transparency of process, clarity of roles, and explication of what constitutes quality within a specific discipline, underpinned by a transformative approach, students and teachers should be better equipped to self-manage their own learning and teaching

Tryptophan-rich domains of Plasmodium falciparum SURFIN4.2 and Plasmodium vivax PvSTP2 interact with membrane skeleton of red blood cell

Additional file 1: Table S1. Primers for PCR amplification and plasmid construction