THPep: A machine learning-based approach for predicting tumor homing peptides

In the present era, a major drawback of current anti-cancer drugs is the lack of satisfactory specificity towards tumor cells. Despite the presence of several therapies against cancer, tumor homing peptides are gaining importance as therapeutic agents. In this regard, the huge number of therapeutic peptides generated in recent years, demands the need to develop an effective and interpretable computational model for rapidly, effectively and automatically predicting tumor homing peptides. Therefore, a sequence-based approach referred herein as THPep has been developed to predict and analyze tumor homing peptides by using an interpretable random forest classifier in concomitant with amino acid composition, dipeptide composition and pseudo amino acid composition. An overall accuracy and Matthews correlation coefficient of 90.13% and 0.76, respectively, were achieved from the independent test set on an objective benchmark dataset. Upon comparison, it was found that THPep was superior to the existing method and holds high potential as a useful tool for predicting tumor homing peptides. For the convenience of experimental scientists, a web server for this proposed method is provided publicly at http://codes.bio/thpep/.     

基于课程标准的教学——以常见阴、阳离子的检验为例

以常见的阴、阳离子的检验为例，研究了如何实施基于标准的教学。校本教材的开发为标准、教材、教学、评价的一致性提供保障；以学生应知的和能做的驱动课堂活动；根据达成标准应有怎样的质量表现，试卷编制先于教学设计。课堂上，“教”“学”双方都明确学习目标，教师提供多种策略来满足学生多样的学习需要，如提供工具，搭建脚手架，并以“微”研究性学习的方式展开教学，给学生提供了充分的进步空间。     

核心素养为本的单元教学设计与实施——以“探究水的组成”为例

以“探究水的组成”教学为例，通过课标、教材及学习者分析，从认识角度、探究水平、认识水平等3个维度整体规划“身边的化学物质”主题单元目标学习进阶，明确“探究水的组成”课时目标，通过温故建模、据模探究、探究推理等3个阶段的教学实施，建立具体物质的研究思路模型，运用模型研究陌生物质（氢气），初步形成定量研究物质组成的能力。     

Learning to align organizational design and data

The relationship between organizational learning and organizational design is explored. In particular, we examine the information processing aspects of organizational learning as they apply to a two-valued decision making task and the relation of such aspects to organizational structure. Our primary contribution is to extend Carley's (1992) model of this process. The original model assumes that all data input into the decision making processes are of equal importance or weight in determining the correct overall organizational decision. The extension described here allows for the more natural situation of non-uniform weights of evidence. Further extensions to the model are also discussed. Such organizational learning performance measures provide an interesting framework for analyzing the recent trend towards flatter organizational structures. This research suggests that flatter structures are not always better, but rather that data environment, ultimate performance goals, and relative need for speed in learning can be used to form a contingency model for choosing organizational structure.     

构建网络学习资源提高民族高校有机化学课程教学质量

High-quality online course materials were reconstructed through feedback from undergraduate students and online data analysis regarding constructed learning materials on the Chao Xing Learning Platform. They were used for studying organic chemistry courses online and offline in university for nationalities. This model, based on student-centered teaching, can effectively transform students from passively accepting knowledge to actively learning and internalizing knowledge. This strategy can also enhance the students' learning initiative and the effects of learning, and hopefully be helpful to the universities in multi-ethnic areas in developing fundamental disciplined construction of organic chemistry and other courses.     

以学生为中心的物理化学远程教学初探

During the fight against the new coronavirus epidemic, the "Physical Chemistry" team of Beijing Normal University used various network platforms and tools, such as MOOC of China University, Rain Classroom and WeChat Group in the teaching process. The exploration and practice of online learning of "Physical Chemistry" is carried out based on MOOC teaching, with student learning as the center and teacher guidance as the support. Taking the most difficult chapter of "fundamentals for statistical thermodynamic" as an example, we designed a complex teaching program that includes previews, watching MOOC videos in class, real-time online exercises, teachers' answers, and after-class reflection and questioning. The students were encouraged to learn independently through the reserved information, designed activities and assignments. Practice shows that the online course has cultivated the students' self-management ability, trained their critical thinking skills, and achieved good teaching results.     

Student enrichment in mathematics: a case study with first year university students

ABSTRACT

This paper presents an enrichment case study to showcase a possible avenue for attending to the needs of academically strong mathematics students. We report on a group of university students who were presented with the opportunity of exploring a specific first year mathematics topic deeper, using an inquiry-based learning approach as part of an enrichment programme. Following the intervention, students completed a questionnaire and a few were interviewed to establish their experiences of the enrichment programme. We discuss the successes and pitfalls of the intervention and report on the impact it had on the participants.     

‘New mathematics’ and teaching

Inside the scientific world it is not always understood that the mood of mathematics, which is a product and a part of culture, can change with time. This is partly why many have been surprised by the coming of the so‐called new mathematics.

In the truly creative mathematical mind two opposite tendencies coexist: the logical and the imaginative. Apparently it seems that new mathematics can be reduced to a purely logical machinery. In fact it contains as much imaginative contributions as classical mathematics. But it is difficult to show simultaneously the logical sequence of propositions and the clumsy progression of research itself. Mathematical exposition does not always follow the ‘ most natural slopes’ of the mind. Unfamiliar presentations often give an impression of ‘ abstraction ‘, more familiar ones an impression of concreteness ‘.

So it appears that difficulties with new mathematics are mostly of psychological origin. Misuses of it can easily raise up intolerance reactions and emotional blocks. Perhaps insisting upon the fact that, here as elsewhere, it is important to be able to guess, to realize that intuition and imagination are essential, could help to make new mathematics better understood, more useful and more able to be considered as a unifing element among sciences.     

Chaos in social learning with multiple true states

Most existing social learning models assume that there is only one underlying true state. In this work, we consider a social learning model with multiple true states, in which agents in different groups receive different signal sequences generated by their corresponding underlying true states. Each agent updates his belief by combining his rational self-adjustment based on the external signals he received and the influence of his neighbors according to their communication. We observe chaotic oscillation in the belief evolution, which implies that neither true state could be learnt correctly by calculating the largest Lyapunov exponents and Hurst exponents.