Browsing by Subject "error correction"

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    Information Theory in Computational Biology: Where We Stand Today
    (MDPI, 2020-06) Chanda, Pritam; Costa, Eduardo; Hu, Jie; Sukumar, Shravan; Van Hemert, John; Walia, Rasna; Computer and Information Science, School of Science
    "A Mathematical Theory of Communication" was published in 1948 by Claude Shannon to address the problems in the field of data compression and communication over (noisy) communication channels. Since then, the concepts and ideas developed in Shannon's work have formed the basis of information theory, a cornerstone of statistical learning and inference, and has been playing a key role in disciplines such as physics and thermodynamics, probability and statistics, computational sciences and biological sciences. In this article we review the basic information theory based concepts and describe their key applications in multiple major areas of research in computational biology-gene expression and transcriptomics, alignment-free sequence comparison, sequencing and error correction, genome-wide disease-gene association mapping, metabolic networks and metabolomics, and protein sequence, structure and interaction analysis.
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    Teacher Participation Styles in Foreign Language Chats and Their Effect on Student Behavior
    (2005) Ene, Estela; Görtler, Senta E; McBride, Kara
    This paper investigates the impact that a teacher's virtual presence--or lack thereof--has on students' chat behavior with regard to error correction, uptake, target language use, and on-task behavior. The data come from beginning German students engaged in pair and small-group chatting activities at a major American university. Transcripts from chat sessions in a first-semester German class and a second-semester German class were analyzed. The data were triangulated with student surveys and teacher interviews. Results suggest that the teachers' participation styles had a greater influence on learners' chat behavior than simply whether or not the teachers were present and that the form-focused participation style of one of the teachers had an apparently inhibitory effect on learner participation.