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Selected AbstractsMuseum Information Professionals as Providers and Users of Online ResourcesBULLETIN OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 5 2004Anne Gilliland-Swetland Director First page of article [source] Online resources for staff new to teachingTHE CLINICAL TEACHER, Issue 2 2009Article first published online: 15 MAY 200 No abstract is available for this article. [source] Myocilin allele-specific glaucoma phenotype database,HUMAN MUTATION, Issue 2 2008Alex W. Hewitt Abstract Glaucoma, a complex heterogenous disease, is the leading cause for optic nerve,related blindness worldwide. Since 1997, when mutations in the myocilin (MYOC) gene were identified as causing juvenile onset as well as a proportion of primary open-angle glaucoma (POAG), more than 180 variants have been documented. Approximately one in 30 unselected patients with POAG have a disease-causing myocilin mutation and it has been shown that firm genotype,phenotype correlations exist. We have compiled an online catalog of myocilin variants and their associated phenotypes. This locus-specific resource, to which future submissions can be made, is available online (www.myocilin.com; last accessed 28 August 2007). The database, constructed using MySQL, contains three related sheets that contain data pertaining to the information source, variant identified, and relevant study data, respectively. The website contains a list of all identified variants and summary statistics as well as background genomic information, such as the annotated sequence and cross-protein/species homology. Phenotypic data such as the mean±standard deviation (SD) age at POAG diagnosis, mean±SD maximum recorded intraocular pressure, proportion of patients requiring surgical intervention, and age-related penetrance can be viewed by selecting a particular mutation. Approximately 40% of the identified sequence variants have been characterized as disease causing, with the majority (,85%) of these being missense mutations. Preliminary data generated from this online resource highlight the strong genotype,phenotype correlations associated with specific myocilin mutations. The large-scale assimilation of relevant data allows for accurate comprehensive genetic counseling and the translation of genomic information into the clinic. Hum Mutat 29(2), 207,211, 2008. © 2007 Wiley-Liss, Inc. [source] E-learning in the dermatological education at the Charité: evaluation of the last three yearsJOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT, Issue 6 2008Tilman Lüdert Summary, Background: Numerous e-learning initiatives have been launched during the last decade. Many of them have not been continued, due to lack of acceptance on the part of the students, low quality or insufficient financial funding. Since 2002, the DEJAVU project has been integrated into the curriculum at the Department of Dermatology at Charité-Universitätsmedizin Berlin. DEJAVU offers an online archive of recorded lectures, lecture hand outs, structured learning modules, and case reports as well as online information about the courses/classes. Methods: Since beginning of the summer semester 2005, the student's acceptance and utilization of the online offerings was regularly surveyed, using anonymous questionnaires handed out together with the final exams. The teaching staff's opinions about e-learning were surveyed by means of a single anonymous questionnaire. Results: At the end of winter semester 2006/2007,93.5% of the students were aware of the existence of the e-learning program. The average amount of time spent with the program was 14.7 hours over the course of one semester. 66.8% of the students considered the program as very useful for their dermatology training. The lecture notes were the most frequently used online resource. Among the teaching staff, 86% considered e-learning a useful addition to traditional teaching. Conclusions: Our results show that e-learning is very well accepted by our students. It offers an additional way of acquiring knowledge and should be used to complement traditional ways of teaching. [source] Teaching & Learning Guide for: Moral Realism and Moral NonnaturalismPHILOSOPHY COMPASS (ELECTRONIC), Issue 3 2008Stephen Finlay Authors' Introduction Metaethics is a perennially popular subject, but one that can be challenging to study and teach. As it consists in an array of questions about ethics, it is really a mix of (at least) applied metaphysics, epistemology, philosophy of language, and mind. The seminal texts therefore arise out of, and often assume competence with, a variety of different literatures. It can be taught thematically, but this sample syllabus offers a dialectical approach, focused on metaphysical debate over moral realism, which spans the century of debate launched and framed by G. E. Moore's Principia Ethica. The territory and literature are, however, vast. So, this syllabus is highly selective. A thorough metaethics course might also include more topical examination of moral supervenience, moral motivation, moral epistemology, and the rational authority of morality. Authors Recommend: Alexander Miller, An Introduction to Contemporary Metaethics (Cambridge: Polity Press, 2003). This is one of the few clear, accessible, and comprehensive surveys of the subject, written by someone sympathetic with moral naturalism. David Brink, Moral Realism and the Foundations of Ethics (Cambridge: Cambridge University Press, 1989). Brink rehabilitates naturalism about moral facts by employing a causal semantics and natural kinds model of moral thought and discourse. Michael Smith, The Moral Problem (Oxford: Blackwell, 1994). Smith's book frames the debate as driven by a tension between the objectivity of morality and its practical role, offering a solution in terms of a response-dependent account of practical rationality. Gilbert Harman and Judith Jarvis Thomson, Moral Relativism & Moral Objectivity (Cambridge, MA: Blackwell, 1996). Harman argues against the objectivity of moral value, while Thomson defends it. Each then responds to the other. Frank Jackson, From Metaphysics to Ethics (Oxford: Clarendon Press, 1998). Jackson argues that reductive conceptual analysis is possible in ethics, offering a unique naturalistic account of moral properties and facts. Mark Timmons, Morality without Foundations (Oxford: Oxford University Press, 1999). Timmons distinguishes moral cognitivism from moral realism, interpreting moral judgments as beliefs that have cognitive content but do not describe moral reality. He also provides a particularly illuminating discussion of nonanalytic naturalism. Philippa Foot, Natural Goodness (New York, NY: Oxford University Press, 2001). A Neo-Aristotelian perspective: moral facts are natural facts about the proper functioning of human beings. Russ Shafer-Landau, Moral Realism: A Defence (New York, NY: Oxford University Press, 2003). In this recent defense of a Moorean, nonnaturalist position, Shafer-Landau engages rival positions in a remarkably thorough manner. Terence Cuneo, The Normative Web (New York, NY: Oxford University Press, 2007). Cuneo argues for a robust version of moral realism, developing a parity argument based on the similarities between epistemic and moral facts. Mark Schroeder, Slaves of the Passions (New York, NY: Oxford University Press, 2007). Schroeder defends a reductive form of naturalism in the tradition of Hume, identifying moral and normative facts with natural facts about agents' desires. Online Materials: PEA Soup: http://peasoup.typepad.com A blog devoted to philosophy, ethics, and academia. Its contributors include many active and prominent metaethicists, who regularly post about the moral realism and naturalism debates. Metaethics Bibliography: http://www.lenmanethicsbibliography.group.shef.ac.uk/Bib.htm Maintained by James Lenman, professor of philosophy at the University of Sheffield, this online resource provides a selective list of published research in metaethics. Stanford Encyclopedia of Philosophy: http://plato.stanford.edu See especially the entries under ,metaethics'. Sample Syllabus: Topics for Lecture & Discussion Note: unless indicated otherwise, all the readings are found in R. Shafer-Landau and T. Cuneo, eds., Foundations of Ethics: An Anthology (Malden: Blackwell, 2007). (FE) Week 1: Realism I (Classic Nonnaturalism) G. E. Moore, Principia Ethica, 2nd ed. (FE ch. 35). W. K. Frankena, ,The Naturalistic Fallacy,'Mind 48 (1939): 464,77. S. Finlay, ,Four Faces of Moral Realism', Philosophy Compass 2/6 (2007): 820,49 [DOI: 10.1111/j.1747-9991.2007.00100.x]. Week 2: Antirealism I (Classic Expressivism) A. J. Ayer, ,Critique of Ethics and Theology' (1952) (FE ch. 3). C. Stevenson, ,The Nature of Ethical Disagreement' (1963) (FE ch. 28). Week 3: Antirealism II (Error Theory) J. L. Mackie, ,The Subjectivity of Values' (1977) (FE ch. 1). R. Joyce, Excerpt from The Myth of Morality (2001) (FE ch. 2). Week 4: Realism II (Nonanalytic Naturalism) R. Boyd, ,How to be a Moral Realist' (1988) (FE ch. 13). P. Railton, ,Moral Realism' (1986) (FE ch. 14). T. Horgan and M. Timmons, ,New Wave Moral Realism Meets Moral Twin Earth' (1991) (FE ch. 38). Week 5: Antirealism III (Contemporary Expressivism) A. Gibbard, ,The Reasons of a Living Being' (2002) (FE ch. 6). S. Blackburn, ,How To Be an Ethical Anti-Realist' (1993) (FE ch. 4). T. Horgan and M. Timmons, ,Nondescriptivist Cognitivism' (2000) (FE ch. 5). W. Sinnott-Armstrong, ,Expressivism and Embedding' (2000) (FE ch. 37). Week 6: Realism III (Sensibility Theory) J. McDowell, ,Values and Secondary Qualities' (1985) (FE ch. 11). D. Wiggins, ,A Sensible Subjectivism' (1991) (FE ch. 12). Week 7: Realism IV (Subjectivism) & Antirealism IV (Constructivism) R. Firth, ,Ethical Absolutism and the Ideal Observer' (1952) (FE ch. 9). G. Harman, ,Moral Relativism Defended' (1975) (FE ch. 7). C. Korsgaard, ,The Authority of Reflection' (1996) (FE ch. 8). Week 8: Realism V (Contemporary Nonnaturalism) R. Shafer-Landau, ,Ethics as Philosophy' (2006) (FE ch. 16). T. M. Scanlon, What We Owe to Each Other (Cambridge, MA: Harvard University Press, 1998), ch. 1. T, Cuneo, ,Recent Faces of Moral Nonnaturalism', Philosophy Compass 2/6 (2007): 850,79 [DOI: 10.1111/j.1747-9991.2007.00102.x]. [source] DOGSET: pre-designed primer sets for fine-scale mapping and DNA sequence interrogation in the dogANIMAL GENETICS, Issue 4 2009A. K. Wong Summary DOGSET is an online resource that provides access to primer sequences that have been computationally mined from the reference genome using heuristic algorithms. The electronic repository includes PCR primers corresponding to 32 135 markers for genetic mapping and 334 657 sequence-tagged gene elements for targeted re-sequencing and mutation discovery. A customized report that tailors primer design to wet bench protocols can be exported for a region of interest by specifying genome coordinates in a graphical user interface. [source] Teaching & Learning Guide for: Victorian Life WritingLITERATURE COMPASS (ELECTRONIC), Issue 5 2007Valerie Sanders Author's Introduction The Victorian period was one of the great ages for life-writing. Though traditionally renowned for its monumental ,lives and letters', mainly of great men, this was also a time of self-conscious anxiety about the genre. Critics and practitioners alike were unsure who should be writing autobiography, and whether its inherent assertiveness ruled out all but public men as appropriate subjects. It was also a period of experimentation in the different genres of life-writing , whether autobiography, journals, letters, autobiographical novels, and narratives of lives combined with extracts from correspondence and diaries. Victorian life-writing therefore provides rich and complex insights into the relationship between narrative, identity, and the definition of the self. Recent advances in criticism have highlighted the more radical and non-canonical aspects of life-writing. Already a latecomer to the literary-critical tradition (life-writing was for a long time the ,poor relation' of critical theory), auto/biography stresses the hidden and silent as much as the mainstream and vocal. For that reason, study of Victorian life-writing appeals to those with an interest in gender issues, postcolonialism, ethnicity, working-class culture, the history of religion, and family and childhood studies , to name but a few of the fields with which the genre has a natural connection. Author Recommends A good place to start is the two canonical texts for Victorian life-writing: George P. Landow's edited collection, Approaches to Victorian Autobiography (Athens, OH: Ohio University Press, 1979) and Avrom Fleishman's Figures of Autobiography: The Language of Self-Writing in Victorian and Modern England (Berkeley and Los Angeles, CA: University of California Press, 1983). These two re-ignited interest in Victorian life-writing and in effect opened the debate about extending the canon, though both focus on the firmly canonical Ruskin and Newman, among others. By contrast, David Amigoni's recently edited collection of essays, Life-Writing and Victorian Culture (Aldershot: Ashgate 2006) shows how far the canon has exploded and expanded: it begins with a useful overview of the relationship between lives, life-writing, and literary genres, while subsequent chapters by different authors focus on a particular individual or family and their cultural interaction with the tensions of life-writing. As this volume is fairly male-dominated, readers with an interest in women's life-writing might prefer to start with Linda Peterson's chapter, ,Women Writers and Self-Writing' in Women and Literature in Britain 1800,1900, ed. Joanne Shattock (Cambridge: Cambridge University Press, 2001), 209,230. This examines the shift from the eighteenth-century tradition of the chroniques scandaleuses to the professional artist's life, domestic memoir, and spiritual autobiography. Mary Jean Corbett's Representing Femininity: Middle-Class Subjectivity in Victorian and Edwardian Women's Autobiographies (New York, NY: Oxford University Press, 1992) begins with material on Wordsworth and Carlyle, but ,aims to contest the boundaries of genre, gender, and the autobiographical tradition by piecing together a partial history of middle-class women's subjectivities in the nineteenth and early twentieth centuries' (3). Corbett is particularly interested in the life-writing of actresses and suffragettes as well as Martineau and Oliphant, the first two women autobiographers to be welcomed into the canon in the 1980s and 90s. Laura Marcus's Auto/biographical Discourses, Theory, Criticism, Practice (Manchester and New York, NY: Manchester University Press, 1994) revises and updates the theoretical approaches to the study of life-writing, stressing both the genre's hybrid qualities, and its inherent instability: in her view, it ,comes into being as a category to be questioned' (37). Another of her fruitful suggestions is that autobiography functions as a ,site of struggle' (9), an idea that can be applied to aesthetic or ideological issues. Her book is divided between specific textual examples (such as the debate about autobiography in Victorian periodicals), and an overview of developments in critical approaches to life-writing. Her second chapter includes material on Leslie Stephen, who is also the first subject of Trev Lynn Broughton's Men of Letters, Writing Lives: Masculinity and Literary Auto/biography in the Late Victorian Period (London: Routledge, 1999) , her other being Froude's controversial Life of Carlyle. With the advent of gender studies and masculinities, there is now a return to male forms of life-writing, of which Martin A. Danahay's A Community of One: Masculine Autobiography and Autonomy in Nineteenth-Century Britain (Albany, NY: State University of New York Press, 1993) is a good example. Danahay argues that nineteenth-century male autobiographers present themselves as ,autonomous individuals' free of the constraints of social and familial contexts, thus emphasizing the autonomy of the self at the expense of family and community. Online Materials My impression is that Victorian life-writing is currently better served by books than by online resources. There seem to be few general Web sites other than University module outlines and reading lists; for specific authors, on the other hand, there are too many to list here. So the only site I'd recommend is The Victorian Web: http://.victorianweb.org/genre/autobioov.html This Web site has a section called ,Autobiography Overview', which begins with an essay, ,Autobiography, Autobiographicality and Self-Representation', by George P. Landow. There are sections on other aspects of Victorian autobiography, including ,Childhood as a Personal Myth', autobiography in Dickens and Elizabeth Barrett Browning, and a list of ,Suggested Readings'. Each section is quite short, but summarizes the core issues succinctly. Sample Syllabus This sample syllabus takes students through the landmarks of Victorian life-writing, and demonstrates the development of a counter-culture away from the mainstream ,classic male life' (if there ever was such a thing) , culminating in the paired diaries of Arthur Munby (civil servant) and Hannah Cullwick (servant). Numerous other examples could have been chosen, but for those new to the genre, this is a fairly classic syllabus. One week only could be spent on the ,classic male texts' if students are more interested in pursuing other areas. Opening Session Open debate about the definition of Victorian ,life-writing' and its many varieties; differences between autobiography, autobiographical fiction, diary, letters, biography, collective biography, and memoir; the class could discuss samples of selected types, such as David Copperfield, Father and Son, Ruskin's Praeterita, and Gaskell's Life of Charlotte Brontë. Alternatively, why not just begin with Stave Two of Dickens's A Christmas Carol (1843), in which the First Spirit takes Scrooge back through his childhood and youth? This is a pretty unique type of life-writing, with Scrooge ,laughing and crying' as his childhood and youth are revealed to him in a series of flashbacks (a Victorian version of ,This is Your Life?'). The dual emotions are important to note at this stage and will prompt subsequent discussions of sentimentality and writing for comic effect later in the course. Week 2 Critical landmarks: discussion of important stages in the evolution of critical approaches to life-writing, including classics such as Georges Gusdorf's ,Conditions and Limits of Autobiography', in Autobiography: Essays Theoretical and Critical, ed. James Olney (Princeton, NJ: Princeton University Press, 1980), 28,47; Philippe Lejeune's ,The Autobiographical Pact', in On Autobiography, ed. Paul John Eakin, trans. Katherine Leary (original essay 1973; Minneapolis: University of Minnesota Press, 1989), 3,30; and Paul De Man's ,Autobiography as De-Facement', Modern Language Notes 94 (1979): 919,30. This will provide a critical framework for the rest of the course. Weeks 3,4 Extracts from the ,male classics' of Victorian life-writing: J. S. Mill's Autobiography (1873), Ruskin's Praeterita (1885,89), and Newman's Apologia pro Vita Sua (1864). What do they think is important and what do they miss out? How open or otherwise are they about their family and personal lives? Are these essentially ,lives of the mind'? How self-aware are they of autobiographical structures? Are there already signs that the ,classic male life' is fissured and unconventional? An option here would be to spend the first week focusing on male childhoods, and the second on career trajectories. Perhaps use Martin Danahay's theory of the ,autonomous individual' (see above) to provide a critical framework here: how is the ,Other' (parents, Harriet Taylor) treated in these texts? Weeks 5,6 Victorian women's autobiography: Harriet Martineau's Autobiography (1877) and Margaret Oliphant's Autobiography (1899): in many ways these are completely unalike, Martineau's being ordered around the idea of steady mental growth and public recognition, while Oliphant's is deeply emotional and disordered. Can we therefore generalize about ,women's autobiography'? What impact did they have on Victorian theories of life-writing? Students might like to reconsider Jane Eyre as an ,autobiography' alongside these and compare scenes of outright rebellion. The way each text handles time and chronology is also fascinating: Martineau's arranged to highlight stages of philosophical development, while Oliphant's switches back and forth in a series of ,flashbacks' to her happier youth as her surviving two sons die ,in the text', interrupting her story. Week 7 Black women's autobiography: how does Wonderful Adventures of Mrs Seacole in Many Lands (1857) differ from the Martineau and Oliphant autobiographies? What new issues and genre influences are introduced by a Caribbean/travelogue perspective? Another key text would be Harriet Jacobs's Incidents in the Life of a Slave-Girl (1861). How representative and how individual are these texts? Do these authors see themselves as representing their race as well as their class and sex? Week 8 Working-class autobiography: Possible texts here could be John Burnett's Useful Toil (Allen Lane, 1974, Penguin reprint); Carolyn Steedman's edition of John Pearman's The Radical Soldier's Tale (Routledge, 1988) and the mini oral biographies in Henry Mayhew's London Labour and the London Poor (1861,62) (e.g., the Water-Cress Seller). There is also a new Broadview edition of Factory Lives (2007) edited by James R. Simmons, with an introduction by Janice Carlisle. This contains four substantial autobiographical texts (three male, one female) from the mid-nineteenth century, with supportive materials. Samuel Bamford's Passages in the Life of a Radical (1839,42; 1844) and Early Days (1847,48) are further options. Students should also read Regenia Gagnier's Subjectivities: A History of Self-Representation in Britain 1832,1910 (Oxford University Press, 1991). Week 9 Biography: Victorian Scandal: focus on two scandals emerging from Victorian life-writing: Gaskell's Life of Charlotte Brontë (1857) (the Branwell Brontë/Lady Scott adultery scandal), and Froude's allegations of impotence in his Life of Carlyle (1884). See Trev Broughton's ,Impotence, Biography, and the Froude-Carlyle Controversy: ,Revelations on Ticklish Topics', Journal of the History of Sexuality, 7.4 (Apr. 1997): 502,36 (in addition to her Men of Letters cited above). The biographies of the Benson family written about and by each other, especially E. F. Benson's Our Family Affairs 1867,1896 (London: Cassell, 1920) reveal the domestic unhappiness of the family of Gladstone's Archbishop of Canterbury, Edward White Benson, whose children and wife were all to some extent homosexual or lesbian. Another option would be Edmund Gosse's Father and Son (1907) in which the son's critical stance towards his father is uneasy and complex in its mixture of comedy, pity, shame, and resentment. Week 10 Diaries: Arthur Munby's and Hannah Cullwick's relationship (they were secretly married, but lived as master and servant) and diaries, Munby: Man of Two Worlds: The Life and Diaries of Arthur Munby, ed. Derek Hudson (John Murray, 1972), and The Diaries of Hannah Cullwick: Victorian Maidservant, ed. Liz Stanley (New Brunswick, NJ: Rutgers University Press, 1984): issues of gender and class identity; the idealization of the working woman; the two diaries compared. Half the class could read one diary and half the other and engage in a debate about the social and sexual fantasies adopted by each diarist. It would also be sensible to leave time for an overview debate about the key issues of Victorian life-writing which have emerged from this module, future directions for research, and current critical developments. Focus Questions 1To what extent does Victorian autobiography tell an individual success story? Discuss with reference to two or three contrasting examples. 2,All life writing is time writing' (Jens Brockmeier). Examine the way in which Victorian life-writers handle the interplay of narrative, memory, and time. 3To what extent do you agree with the view that Victorian life-writing was ,a form of communication that appeared intimate and confessional, but which was in fact distant and controlled' (Donna Loftus)? 4,Bamford was an autobiographer who did not write an autobiography' (Martin Hewitt). If autobiography is unshaped and uninterpreted, what alternative purposes does it have in narrating a life to the reader? 5,Victorian life-writing is essentially experimental, unstable, and unpredictable.' How helpful is this comment in helping you to understand the genre? [source] A comprehensive dictionary of protein accession codes for complete protein accession identifier alias resolvingPROTEINS: STRUCTURE, FUNCTION AND BIOINFORMATICS, Issue 15 2006Andreas M. Boehm Abstract In mass spectrometry-based proteomics, protein identification results usually consist of peptide sequences and database-dependent accession identifiers of the matching proteins. Often certain annotations are only available in particular databases that in turn must be queried by a certain identifier. In order to simplify and unify the tracing of identified proteins back to their original annotation information, a system capable of set-oriented mapping the different accession identifiers of proteins derived from multiple sequence database sources has been developed. This allows unification of the access to protein information and tracing to other online resources providing additional information as well as resolving cross-references of protein identifications. The interface of seqDB is available via http://www.protein-ms.de following the link to seqDB. [source] | ||||||||||||||||