Error recovery in cyberphysical digital microfluidic biochips

Droplet-based digital microfluidics technology has now come of age, and software-controlled biochips for healthcare applications are starting to emerge. However, today's digital microfluidic biochips suffer from the drawback that there is no feedback to the control software from the underlying hardware platform. Due to the lack of precision inherent in biochemical experiments, errors are likely during droplet manipulation; error recovery based on the repetition of experiments leads to wastage of expensive reagents and hard-to-prepare samples. By exploiting recent advances in the integration of optical detectors (sensors) into a digital microfluidics biochip, we present a physical-aware system reconfiguration technique that uses sensor data at intermediate checkpoints to dynamically reconfigure the biochip. A cyberphysical resynthesis technique is used to recompute electrode-actuation sequences, thereby deriving new schedules, module placement, and droplet routing pathways, with minimum impact on the time-to-response. © 2012 IEEE.

Hybrid error correction and de novo assembly of single-molecule sequencing reads.

Single-molecule sequencing instruments can generate multikilobase sequences with the potential to greatly improve genome and transcriptome assembly. However, the error rates of single-molecule reads are high, which has limited their use thus far to resequencing bacteria. To address this limitation, we introduce a correction algorithm and assembly strategy that uses short, high-fidelity sequences to correct the error in single-molecule sequences. We demonstrate the utility of this approach on reads generated by a PacBio RS instrument from phage, prokaryotic and eukaryotic whole genomes, including the previously unsequenced genome of the parrot Melopsittacus undulatus, as well as for RNA-Seq reads of the corn (Zea mays) transcriptome. Our long-read correction achieves >99.9% base-call accuracy, leading to substantially better assemblies than current sequencing strategies: in the best example, the median contig size was quintupled relative to high-coverage, second-generation assemblies. Greater gains are predicted if read lengths continue to increase, including the prospect of single-contig bacterial chromosome assembly.

Regularized iterative and noniterative procedures for object restoration in the presence of noise :an error analysis

An analysis is carried out, using the prolate spheroidal wave functions, of certain regularized iterative and noniterative methods previously proposed for the achievement of object restoration (or, equivalently, spectral extrapolation) from noisy image data. The ill-posedness inherent in the problem is treated by means of a regularization parameter, and the analysis shows explicitly how the deleterious effects of the noise are then contained. The error in the object estimate is also assessed, and it is shown that the optimal choice for the regularization parameter depends on the signal-to-noise ratio. Numerical examples are used to demonstrate the performance of both unregularized and regularized procedures and also to show how, in the unregularized case, artefacts can be generated from pure noise. Finally, the relative error in the estimate is calculated as a function of the degree of superresolution demanded for reconstruction problems characterized by low space–bandwidth products.

Un estudio de simulación acerca del error de tipo 1 en la detección del funcionamiento diferencial del ítem

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Un tratamiento del error en que incurre el estudiante en su trabajo de matemáticas

Pensar que existen soluciones para cerrar la brecha entre el colegio y la universidad es utópico. Sin embargo, sí tiene sentido el trabajo que se haga con respecto al problema de la brecha para conocer y acercar los ideales y las expectativas que tienen las diferentes instituciones de educación. En la Universidad de los Andes fue evidente que dicho trabajo se podría orientar en diferentes direcciones y haciendo énfasis en la institución o bien en los profesores o bien en los estudiantes. Se podían abordar temas como: diseño curricular, creencias y actitudes de los profesores y de los estudiantes, métodos de enseñanza, concepciones sobre la enseñanza y el aprendizaje, dificultades y errores de aprendizaje y otros temas. Luego de varios traspiés en la elección del tema de investigación, elegimos finalmente explorar el tema del aprendizaje y considerar a los primíparos para el estudio por ser ellos los que viven realmente el proceso de transición del colegio a la universidad. Por otra parte, nos restringimos al área de precálculo motivados en parte porque en esta materia había un mayor índice de desaprobación. Concretamente, se propuso como objetivo general describir un perfil de aprendizaje en matemáticas del estudiante de Precálculo en el momento de ingresar a la Universidad. Del objetivo anterior se derivó el problema principal de este proyecto: definir los elementos conceptuales con los cuáles articular la descripción de dicho perfil. La presentación está dividida en cuatro partes, en la primera se expone un marco conceptual que presenta los elementos con los cuales se describirá el perfil, la segunda y tercera se refieren respectivamente a la metodología de la investigación y a los resultados obtenidos y la última a las conclusiones del trabajo.

Análisis didáctico-matemático de un error algebraico en estudiantes y profesores

La investigación tiene dos fases: 1) Se plantea a los estudiantes de primer ingreso a la Universidad Panamericana, Guadalajara, México la simplificación de la expresión algebraica ; analizándose las respuestas equivocadas con su posible origen. 2) Se hace un estudio con 7 profesores de educación media básica y media superior, en el cual, se les presenta la simplificación errónea (a la izq.) con la consigna de mencionar el origen del error y cómo le ayudarían al alumno. Alumnos cometen errores de muy diverso origen, y los profesores encuestados no siempre analizan a profundidad el origen del error cometido por este alumno.

Components of error of maps from remotely sensed images

The concept of a “true” ground-truth map is introduced, from which the inaccuracy/error of any production map may be measured. A partition of the mapped region is defined in terms of the “residual rectification” transformation. Geometric RMS-type and Geometric Distortion error criteria are defined as well as a map mis-classification error criterion (the latter for hard and fuzzy produc-tion maps). The total map error is defined to be the sum (over each set of the map partition men-tioned above) of these three error components integrated over each set of the partition.

Termination of tenancies for tenant default: Law Commission's draft Bill

Reviews key proposals of a draft Bill set out in Command Paper: The Law Commission: Termination of Tenancies for Tenant Default (Cm.6946), aimed at replacing the existing law on forfeiture of tenancies. Summarises the main elements of the proposed termination action by landlords, the events justifying such an action, the time limits for serving default notices, the revised range of court orders available and the considerations influencing which type of order to make. Examines the position of qualifying interest holders and the circumstances in which summary termination notices are prohibited.

Practitioners’ perception of the impact of the vision of policy-makers on practice: The example of the recommendations of the Moser Commission

This paper presents the perception of practitioners of the impact of the Moser Committee recommendations and the Skills for Life agenda it generated. The paper further explores areas of convergence and divergence between practitioners’ perceptions and the underpinning values of the Moser Committee recommendations. The study utilised a range of research tools including an online questionnaire, documentary analysis and elements of discourse analysis in the collection and analysis of data. It found that there is substantial divergence between the perception of practitioners and the values underpinning policy. It concludes by suggesting that a varying perception of what constitutes sustainable education and the lack of input from practitioners into policy might be responsible for this significant divergence of opinion and also raised a question on the perceived role of practitioners in the policy‐making process.