A copula based topology preserving graph convolution network for clustering of single-cell RNA-seq data

Annotation of cells in single-cell clustering requires a homogeneous grouping of cell populations. There are various issues in single cell sequencing that effect homogeneous grouping (clustering) of cells, such as small amount of starting RNA, limited per-cell sequenced reads, cell-to-cell variability due to cell-cycle, cellular morphology, and variable reagent concentrations. Moreover, single cell data is susceptible to technical noise, which affects the quality of genes (or features) selected/extracted prior to clustering. Here we introduce sc-CGconv (copula based graph convolution network for single cell clustering), a stepwise robust unsupervised feature extraction and clustering approach that formulates and aggregates cell–cell relationships using copula correlation (Ccor), followed by a graph convolution network based clustering approach. sc-CGconv formulates a cell-cell graph using Ccor that is learned by a graph-based artificial intelligence model, graph convolution network. The learned representation (low dimensional embedding) is utilized for cell clustering. sc-CGconv features the following advantages. a. sc-CGconv works with substantially smaller sample sizes to identify homogeneous clusters. b. sc-CGconv can model the expression co-variability of a large number of genes, thereby outperforming state-of-the-art gene selection/extraction methods for clustering. c. sc-CGconv preserves the cell-to-cell variability within the selected gene set by constructing a cell-cell graph through copula correlation measure. d. sc-CGconv provides a topology-preserving embedding of cells in low dimensional space. The source code and usage information are available at https://github.com/Snehalikalall/CopulaGCN .

sc-REnF: An Entropy Guided Robust Feature Selection for Single-Cell RNA-seq Data

Annotation of cells in single-cell clustering requires a homogeneous grouping of cell populations. Since single cell data is susceptible to technical noise, the quality of genes selected prior to clustering is of crucial importance in the preliminary steps of downstream analysis. Therefore, interest in robust gene selection has gained considerable attention in recent years. We introduce sc-REnF, (robust entropy based feature (gene) selection method), aiming to leverage the advantages of Rényi and Tsallis> entropies in gene selection for single cell clustering. Experiments demonstrate that with tuned parameter (q), Rényi and Tsallis entropies select genes that improved the clustering results significantly, over the other competing methods. sc-REnF can capture relevancy and redundancy among the features of noisy data extremely well due to its robust objective function. Moreover, the selected features/genes can able to clusters the unknown cells with a high accuracy. Finally, sc-REnF yields good clustering performance in small sample, large feature scRNA-seq data.

PROMOTING STUDENTS' READING COMPREHENSION WITH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)

Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning method used in language teaching, specifically in high-level reading and writing. This method is designed to accommodate variety of student ability level with heterogeneous grouping or homogeneous grouping. CIRC aimed to develop students’ ability in comprehending the content of reading and fostering the ability to write the materials they read. The purposes of this research were to know how CIRC is implemented in classroom, and to know to what extent CIRC promote students’ reading comprehension. The researcher used classroom action research in conducting the research. The qualitative data was obtained from observation, interview, and documentation. The participants of the research were the 10th grade students of one senior high school in Bogor. The result of the research shows that CIRC can be implemented in two cycles and four meetings. The data shows that there are some competencies which indicates that CIRC promote students’ reading comprehension in cognitive activity, motivation activity, and affective activity. This study suggests the good atmosphere and used another text to be implemented in other classes using CIRC.

Investigating the Validity of Different Peer Groupings in the Assessment of English Writings

Peer assessment is an indispensable part in classroom assessment and it serves as a very useful way of promoting learning. However, different ways of peer grouping may influence the validity of peer assessment. This study analyzes the quality and quantity of feedback, adoption rate of feedback as well as scores of students’ original drafts and the revised versions. It finds that all ways of grouping can promote learning but the degree of validity varies among groups. Besides, accuracy and adoption rate are high in students’ feedback, which means peer feedback is effective to a great extent. Among all the ways of grouping, homogeneous grouping i.e. pairing students with the same or similar language proficiency level can archive more significant promotion in learning. In general, students hold a positive view towards the validity of peer assessment.

The Influence of Peer Groups on Students’ Anxiety in EFL Learning

This research aimed to identify the factors in peer groups which positively and negatively influence the students’ anxiety in learning English and determine which peer groups have more effect to the students’ anxiety in terms of grouping division by the teacher or by the students. The researcher applied descriptive qualitative research method. The data collection was done through observation and interview. The participants of the research were the second grade students of SMAN 2 Parepare. They were selected by using purposive sampling referring to the English teachers who provide their classrooms in grouping teaching method and also referring to the students who were involved in peer groups. The result of data analysis showed that some factors which positively influence the students’ anxiety in learning English consist of communication skill development, sharing diverse assumption, and collaborative learning. Meanwhile, students’ self-perception, low language proficiency, and peer rejection are factors which negatively influence their anxiety. Besides, competitiveness becomes one factor in peer group which positively and also negatively influence the students’ anxiety in learning English. Furthermore, grouping division by the teacher which created heterogeneous grouping gave better impact to the students’ anxiety in learning than by the students which created homogeneous grouping. Therefore, it is suggested to the English teacher to know how to create a good condition in teaching and learning environment among the students in order that they can do some methods or teaching strategies that provide students to work in a group. They can be more concerned with some factors that cause students’ anxiety and help them to reduce their anxiety in EFL learning.

Environmental Perceptions of Gifted Secondary School Students Engaged in an Evidence-Based Enrichment Practice

Grounded in the Achievement Orientation Model, this qualitative case study examines participation in enrichment and environmental perceptions of gifted secondary school students. Participants included 10 gifted secondary school students, their parents, and their classroom teacher. Data included student, parent, and teacher responses in semistructured interviews, short answer surveys, and student work. Findings indicated a relationship between participation in enrichment and environmental perceptions. Student participants benefited from a teacher trained in gifted education who nurtured both affective and cognitive development, homogeneous grouping with like-minded peers, involved parents, and relationships with project mentors. These findings have implications for designing learning environments that effectively support the special needs of gifted secondary school learners.

Mapeamento Sistemático na Literatura Acadêmico-Científica sobre Abordagens para Formação de Grupos em E-Learning

This work presents the results of a systematic mapping on scientific papers that discuss the group formation for collaborative learning. The aim is to investigate researches associated with approaches and strategies to form group, in the context of E-Learning domains. Our mapping shows that the majority of publications are focused on analyzing the context of students interactions, along collaborative E-learning activities, and use the acquired knowledge to improve the algorithms for groups optimization. Group types were specified for further experiment in homogeneous grouping, heterogeneous grouping and complementary for programming skills from mathematical modeling and implementation of algorithm grouping. The results of this work produce theoretical fundaments to support the investigation of new group formation approaches, which are based on group profiles and associated with criteria and preferences that were not explored yet. Furthermore, the results enable a more precise analysis of interactions and impact of collaboration on the efficiency of e-learning students.

Attitudes and Academic Performance of Maritime Education Students Enrolled in General Chemistry at Siquijor State College

The study was conducted to find some solutions to the perennial problem of the maritime education program of Siquijor State College, the incomplete and failing marks of the Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMarE) students in general chemistry, despite the efforts undertaken by the department. It seeks to find out the (a) significant difference between students’ grades on the subject with their profile (age, course they enrolled and section); (b) significant difference between the respondents’ attitudes towards general chemistry in the six dimensions (interest in the subject, importance, chemistry teacher, difficulty of the subject, experiments, and laboratory equipment and facilities) and their profile; and (c) relationship between the respondents’ performance in general chemistry and their attitudes towards the subject. Random sampling was used, and data were treated using percentage, weighted mean, one-way ANOVA, and Pearson product moment correlation. There is a significant difference between student’s grades, in general, chemistry and their age and section while course they enrolled was not significant. The attitudes of the students in chemistry vary significantly with their age, course, and section. There is a weak positive correlation between grades and attitudes towards chemistry particularly with laboratory equipment, teacher, importance of the chemistry subject, laboratory experiments, the difficulty of the subject and interest in the subject. To improve students’ performance, in general, chemistry the teacher can consider the following: identify the type of learners and vary teaching strategies suited for in every class; know the IQ level of the students per section, and connect theories in lectures to actual laboratory performance of experiments using different apparatus and equipment. The basis for sectioning (the students’ IQ level) of the department may also be retained to have a homogeneous grouping. Keywords-Performance in Chemistry, attitudes towards Chemistry maritime education, Siquijor State College, Philippines