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Accumulation of unfolded proteins in the endoplasmic reticulum (ER) causes stress and induces the unfolded protein response (UPR). Genome-wide analysis of translational regulation in response to the UPR-inducing agent dithiothreitol in Saccharomyces cerevisiae is reported. Microarray analysis, confirmed using qRT-PCR, identified transcript-specific(More)
Computer-based grading tools have existed for nearly as long as computing courses. The majority of these tools have focused on completely automatic grading of functional requirements, leaving no room for subjectivity, and generally eschewing human feedback in favor of total automation. We argue that these tools are of little practical use because they(More)
BACKGROUND Animal-free recombinant proteins provide a safe and effective alternative to tissue or serum-derived products for both therapeutic and biomanufacturing applications. While recombinant insulin and albumin already exist to replace their human counterparts in cell culture media, until recently there has been no equivalent for serum transferrin. (More)
We present techniques for analyzing score matrices of unit tests outcomes from snapshots of CS2 student code throughout the development cycle. This analysis includes a technique for estimating the number of fundamentally different features in the unit tests, as well as a survey of which algorithms can best match human intuition when grouping tests into(More)
An implicit assumption in psychometrics and educational statistics is that the generative model for student scores on test questions is governed by the topics of those questions and each student’s aptitude in those topics. That is, a function to generate the matrix of scores for m students on n questions should rely on each student’s ability in a set of t(More)
New accreditation requirements focus on education as a "continuous improvement process." The most important part of such a process is that information gets fed back into the system to improve the quality of the output. This requirement is often interpreted to imply a course-level feedback loop that iterates on offerings of courses or entire academic years.(More)