Browsing by Author "Li, Qing"

Now showing 1 - 8 of 8
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    Developing Statistical Models For Multi-Omics Data Integration And Data Mining To Reveal Genetic Basis Underlying Diseases
    (2023-10-03) Li, Qing; Long, Quan; Yan, Jun; Yang, Guang; Bousman, Chad
    Aiming to assist in the discovery of the genetic basis of complex diseases, many researchers are generating multi-scale -omics data (such as genomes, transcriptomes, and proteomes) for joint analyses. However, despite the depth of sequencing, i.e., molecular information from a single individual could be massive, the sample size (number of individuals) for a particular study is usually small. As such, many researchers organize large consortiums to aggregate data into relatively larger biobanks for worldwide researchers to reuse. In parallel to the efforts towards enhancing sample size, in this thesis work, I developed advanced models by integrating domain knowledge seamlessly with modern machine learning (ML) techniques to further biological discoveries with high-dimensional data of moderate sample sizes. The core innovation in my thesis is to improve feature selection in statistical learning by leveraging biological a priori. Centralized by the general theme of knowledge-directed feature selection, my thesis has contributed four novel developments: In my first project, I developed Interaction-integrated Linear Mixed Model (ILMM), integrating three-dimensional (3D) genomic interaction information to pre-select genetic regions for the linear mixed model. This tool avoids the astronomic number of combinations usually encountered when searching for interactions genome wide. We showed ILMM is more powerful than established models and discovered a distal regulation mechanism underlying Autism. In my second project, I developed eXplainable Autoencoder for Critical genes (XA4C), which carries out gene selection from a unique angle: the gene’s ability to interpret hidden dimensions learned by an Autoencoder using gene expression data. This work coined the term “critical gene”, which is demonstrated to be more disease-relevant than conventional terms such as differentially expressed and hub genes in expression analysis. In my third project, on top of a state-of-the-art massive machine learning model integrating 5,313 human epigenetic and transcriptomic tracks of functional-omics data, I have developed a transfer learning framework to re-task the general comprehension model towards breast cancers. This framework allows effective feature selections for improved downstream analysis, such as association mapping, as we demonstrated using the breast cancer GWAS data. In my fourth project, which is more on in-depth data analysis instead of tool building, I integrated expression and protein data in a coherent fine-mapping framework to select candidate proteins that play an important role in disease pathogenesis, discovering 176 proteins for six cancers. These discoveries are valuable for understanding cancers and drug development. In summary, the works in this thesis delivered ML tools to integrate prior knowledge for feature selections to further biological discoveries and provided additional insights into genes and proteins underlying complex diseases.
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    Exploring the Role of a Learner-Centered Assessment Approach in Developing Undergraduate Business Students’ Entrepreneurial Knowledge, Skills, and Mindset
    (2022-01) Khan, Sharaz; Koh, Kim; Chu, Man-Wai; Lock, Jennifer; Simmons, Marlon; Kelly, Robert; Li, Qing
    Unlike the traditional teacher/instructor-centered approach, Learner-Centered Assessment (LCA) promotes students’ active learning that occurs according to the needs of the 21st-century society. The process of creating LCA is not a ready-made solution, making it possible to develop a unique, inclusive model that could be implemented with the same success in different education settings. Research has shown that LCA makes student learning more meaningful by being applied through discovery, creative, and inductive approaches. It enables independent work of learners to be more apparent and better represented and focused on individualization and individual gains. Using LCA, students in undergraduate business programs are expected to develop the following entrepreneurial skills: dynamic strategies, research, creativity, and an entrepreneurial mindset (e.g., the ability to recognize an entrepreneurial culture and effectively manage a team). The characteristics of LCA have been recognized to go above the definition and conceptual delimitation of standardized testing and rote learning. Using LCA, a balanced approach to teaching and learning the necessary 21st-century entrepreneurial skills and recognizing the responsibility of being the mediator of the LCA approach can be manifested through innovative instructional strategies involving the use of technology. In my study of the role of LCA in the development of undergraduate students’ entrepreneurship through the redesign of learning tasks in a course, the mixed methods research design guided my data collection using pre- and post-LCA questionnaires, one-on-on interviews, and observations. The data enabled me to answer research questions pertaining to undergraduate business students’ perceptions of the value of LCA on developing their entrepreneurial knowledge, skills, and mindset, as well as their learning experiences of LCA in the course and the affordances and challenges of incorporating the use of technology into LCA.
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    Holidays and traffic safety
    (2011) Anowar, Sabreena; Tay, Richard; Li, Qing
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    Practice-Relevant Research in the Canadian L2 Classroom: A Summary
    (2019-01) Peltekov, Peter; Bhatia, Neha; Cancino, Berenice; Carron, Samantha; Daigle, M. Caroline; Das, Joty; Kang, Shuo; Li, Qing; O'Brien, Mary
    In direct response to questions raised by classroom language teachers, eight students enrolled in a second language pedagogy course reviewed recent literature on a range of topics. These include the Common European Framework of Referencer (CEFR) and the action-oriented approach, approachesrto grammar teaching, the effectiveness of dictation, the role of images and types of dictionaries in vocabulary learning, language learning by students with autism spectrum disorder as well as by adults who are not fully literate, and attrition in immersion programs. The results of the reviewed research have the potential to affect classroom practice.
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    Study of adult esl m-learning
    (2011) Hu, Rong; Li, Qing
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    The conditions which facilitate and challenge online support staff's services for web-based college courses: a case study
    (2005) McCausland, Sean R.; Li, Qing
    Online support staff workers perfom1 essential services for equipping instructors and students to participate in web-based courses. However, very few studies have either focused exclusively on this staff, or provided excerpts of their own thoughts about their work. This study describes four support staff workers' services for web-based course delivery at a Western Canadian college, and the conditions that support and challenge the staff in their work. The data collection emerged from personal interviews augmented by two observations and a review of relevant college documents. The study revealed that this staff adds extensive value to online course delivery by laying the groundwork for course participants, maintaining a quality learning environment, and preparing for the future of e-leaming. The study further demonstrated that collaboration, support from others, reliable technology and the intrinsic fulfillment of work benefited the staff immensely. Finally, the study revealed that inadequately shared work, uncertainty over funding, performance of sudden and time-consuming tasks, and confusion over boundaries ofresponsibility were challenging to the staffs efforts.
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    Theory and Practice of Museum Translation: Translating and Translated Chinese Heritage in Xi’an
    (2023-12) Li, Qing; Mladenova, Olga; Hardy, Michele; Xie, Shaobo; Wright, David; Lupke, Christopher
    This thesis presents the outcomes of a pioneering study of translation activities in mainland China, specifically exploring the interplay between cultural translation, power dynamics, and the formation of English-language heritage discourse in Chinese museums. The focus is on understanding how English-language heritage discourse is constructed, with an emphasis on intercultural translation and the roles of intercultural translators. A comprehensive literature review underscores the limitations in the field of museum translation, highlighting the insufficient consideration of diverse factors and stakeholders shaping translation processes in museums. To address this gap, I establish a robust theoretical foundation that integrates Western and Chinese perspectives, facilitating the exploration of museum translation across cultures and addressing crucial questions about the feasibility, indispensability, and incommensurability of intercultural translation in Chinese heritage museums. The investigation centres on cultural outreach policies influencing translation practices within Chinese heritage museums. These policies advocate a Sino-centric approach, resisting the assimilation of Chinese culture into English-language discourse. Translator subjectivity and the new Chinese heritage discourse contribute to ‘telling Chinese stories’ in languages other than Chinese. Empirical evidence from field research in Xi’an, China, includes in-depth interviews, photographic documentation, and analysis of exhibits, shedding light on intended messages and translation strategies. The study reveals deliberate efforts to present distinct aspects of Chinese culture to international visitors, while safeguarding narratives from undue assimilation into Western discourse. The study identifies various influencing factors on English-language discourse within Chinese heritage museums, such as the intentions of cultural outreach policymakers, museum administration, translator efforts, and international visitor engagement. The final chapter revisits museum Sino-centric translation, aligning it with thick translation and exploring periperformative factors affecting intercultural communication between translators and museum visitors. In summary, this thesis explores how intercultural translation shapes English-language heritage discourse in Chinese museums, offering a detailed understanding of the relationship between translation processes, cultural policies, and diverse stakeholders. This research advances the comprehension of the dynamic nature of English-language discourse in the context of Chinese heritage museums.
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    Vehicle motion trajectory model in planar collision accident
    (2010) Chen, Xing; Tay, Richard; Li, Qing