Robust PCA and classification in biosciences.
(9/167)
MOTIVATION: Principal components analysis (PCA) is a very popular dimension reduction technique that is widely used as a first step in the analysis of high-dimensional microarray data. However, the classical approach that is based on the mean and the sample covariance matrix of the data is very sensitive to outliers. Also, classification methods based on this covariance matrix do not give good results in the presence of outlying measurements. RESULTS: First, we propose a robust PCA (ROBPCA) method for high-dimensional data. It combines projection-pursuit ideas with robust estimation of low-dimensional data. We also propose a diagnostic plot to display and classify the outliers. This ROBPCA method is applied to several bio-chemical datasets. In one example, we also apply a robust discriminant method on the scores obtained with ROBPCA. We show that this combination of robust methods leads to better classifications than classical PCA and quadratic discriminant analysis. AVAILABILITY: All the programs are part of the Matlab Toolbox for Robust Calibration, available at http://www.wis.kuleuven.ac.be/stat/robust.html. (+info)
Inside the triple helix: technology transfer and commercialization in the life sciences.
(10/167)
The transfer and subsequent application of academic research results has demonstrable benefits for health care, researchers, universities, companies, and local economies. Nonetheless, at least three general concerns exist: bias in the reporting of results, limited revenues from these activities, and the lack of data to evaluate technology transfer activities. Future efforts with regard to technology transfer in the life sciences will need to recognize its importance without ignoring concerns or overestimating benefits. Next steps include better monitoring of university-industry relationships, the development of a better data system, the dissemination of best practices in technology transfer management, and evaluation of national technology-transfer policies. (+info)
Intellectual property conundrum for the biological sciences.
(11/167)
Policy regarding academically generated biomedical intellectual property (IP) has been shaped by two important events: the Vannevar Bush report to then President Roosevelt in 1945 and the Bayh-Dole Act of 1980. This policy, which vests the intellectual property produced from federally funded biomedical research from the government to the academic institution, was designed to promote technology transfer and thus promote the health of the U.S. economy. However, the policy has led to significant challenges, particularly in implementation. Here it is argued that the difficulties are due to differences in the structure of motivations between biomedical scientists, institutional officials, and private sector entrepreneurs. Understanding these differences may lead to a review of policy with the goal of enhancing technology transfer for the future. (+info)
Basic science and applied science instruction: are they compatible?
(12/167)
Basic science and applied science instruction are compatible and essential for animal science professionals to succeed in their chosen career. Application of science is a continuum. Although production methods are constantly evolving, the science on which changes are made is fixed and fundamental. Only our understanding changes. We are educating students in preparation for a life-long learning process. Viability of animal science departments depends on attracting and challenging students with curricula that are demanding, create curiosity, and prepare students to understand the "whys and hows" of the phenomena of animal biology. (+info)
Coordinated, network-based research as a strategic component of science in Brazil.
(13/167)
Scientific research plays a fundamental role in the health and development of any society, since all technological advances depend ultimately on scientific discovery and the generation of wealth is intricately dependent on technological advance. Due to their importance, science and technology generally occupy important places in the hierarchical structure of developed societies, and they receive considerable public and private investment. Publicly funded science is almost entirely devoted to discovery, and it is administered and structured in a very similar way throughout the world. Particularly in the biological sciences, this structure, which is very much centered on the individual scientist and his own hypothesis-based investigations, may not be the best suited for either discovery in the context of complex biological systems, or for the efficient advancement of fundamental knowledge into practical utility. The adoption of other organizational paradigms, which permit a more coordinated and interactive research structure, may provide important opportunities to accelerate the scientific process and further enhance its relevance and contribution to society. The key alternative is a structure that incorporates larger organizational units to tackle larger and more complex problems. One example of such a unit is the research network. Brazil has utilized such networks to great effect in genome sequencing projects, demonstrating their relevance to the Brazilian research community and opening the possibility of their wider utility in the future. (+info)
Influence of online formative assessment upon student learning in biomedical science courses.
(14/167)
Research suggests that high-quality formative assessment has a strongly positive effect upon student learning. Unfortunately, formative assessment does not appear to be frequently used in didactic dental curricula. Our hypothesis was that providing students with practice online exam questions would enable those who voluntarily took the exam to perform better on subsequent summative exams than did students who did not utilize this opportunity. A test bank of exam questions was written for dental students enrolled in two different biomedical science courses. Half the questions were arbitrarily assigned to an electronic test site; the other half were used as a written summative classroom exam taken later. Students who took the online formative exam in the first semester course scored 8.8 percent higher on the summative exam than did those who did not take the practice exam. This represents almost a full letter grade higher for the formative exam-takers. Students who took the formative online exam in the second semester course scored 5.2 percent higher on the summative exam than did the non-takers. Both of these differences were statistically significant. Under these experimental circumstances, providing formative online exams appeared to promote student performance as reflected by higher scores on the summative exams. (+info)
PowerPoint in the classroom.
(15/167)
Points of View (POV) addresses issues faced within life science education. Cell Biology Education has launched the POV feature to present two or more opinions published in tandem on a common topic. We consider POVs to be "Op-Ed" pieces designed to stimulate thought and dialog on significant educational issues. Each author has the opportunity to revise a POV after reading drafts of the other POVs. In this issue, we ask the question, "Is PowerPoint the best instructional medium to use in your class?" Everyone seems to have an opinion on Microsoft, but the intellectual merits of using PowerPoint (or similar software) is a growing question as states and institutions put more and more money into information technology and distance learning. Four POVs are presented: 1) David Keefe and James Willett provide their case why PowerPoint is an ideal teaching software. Keefe is an educational researcher at the Center for Technology in Learning at SRI International. Willett is a professor at George Mason University in the Departments of Microbial and Molecular Bioscience; as well as Bioinformatics and Computational Biology. 2) Kim McDonald highlights the causes of PowerPointlessness, a term which indicates the frequent use of PowerPoint as a crutch rather than a tool. She is a Bioscience Educator at the Shodor Education Foundation, Inc. 3) Diana Voss asks readers if PowerPoint is really necessary to present the material effectively or not. Voss is a Instructional Computing Support Specialist at SUNY Stony Brook. 4) Cynthia Lanius takes a light-hearted approach to ask whether PowerPoint is a technological improvement or just a change of pace for teacher and student presentations. Lanius is a Technology Integration Specialist in the Sinton (Texas) Independent School District. The authors span the range of teaching experiences and settings from which they bring different points of view to the debate. Readers are encouraged to participate in the online discussion forum hosted by CBE at www.cellbioed.org/discussion/public/main.cfm and/or contact the authors directly. (+info)
Assessing precollege science education outreach initiatives: a funder's perspective.
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We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director's career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science. (+info)