Amie A. Macdonald

Support vector machines (SVMs) are used in a range of applications, including drug design, food quality control, metabolic fingerprint analysis, and microarray data-based cancer classification. While most mathematicians are well-versed in the distinctive features and empirical performance of SVMs, many chemists and biologists are not as familiar with what they are and how they work. Presenting a clear bridge between theory and application, Support Vector Machines and Their Application in Chemistry and Biotechnology provides a thorough description of the mechanism of SVMs from the point of view of chemists and biologists, enabling them to solve difficult problems with the help of these powerful tools. Topics discussed include: Background and key elements of support vector machines and applications in chemistry and biotechnology Elements and algorithms of support vector classification (SVC) and support vector regression (SVR) machines, along with discussion of simulated datasets The kernel function for solving nonlinear problems by using a simple linear transformation method Ensemble learning of support vector machines Applications of support vector machines to near-infrared data Support vector machines and quantitative structure-activity/property relationship (QSAR/QSPR) Quality control of traditional Chinese medicine by means of the chromatography fingerprint technique The use of support vector machines in exploring the biological data produced in OMICS study Beneficial for chemical data analysis and the modeling of complex physic-chemical and biological systems, support vector machines show promise in a myriad of areas. This book enables non-mathematicians to understand the potential of SVMs and utilize them in a host of applications.

The focus of this dissertation is to identify, analyze, and critique what I take to be a fundamental contradiction between the ideal mission of the university to serve as the site for the pursuit of truth and the function of Traditionalist humanities curriculums. I argue that because nationalist education makes it nearly impossible for students to engage in the critique of ideology, nationalist education is antithetical to the university's mission. With anything less than the ability to engage in this critique of ideology, there is no way that students can participate meaningfully in the ideal of the university. ;In the opening chapter I argue first, that the development and preservation of national culture stands in a dialectical relation to the preservation and contestation of national identity; second, that post-secondary education in the arts and humanities is largely education in the national culture; and third, that nationalism mediates the dialectical relation between national culture and national identity. In the second chapter I critique nationalism on the grounds that underlying every nationalist movement is a universalist project which denies the reality of complex personal identity formation. ;In the third chapter I show that the Traditionalist position seeks to support through curricular control nationalist versions of culture and identity. ;In the fourth chapter I critique Marx's and Mannheim's theories of ideology since they seek to devise methods for evaluating ideology through epistemic standpoints removed from the site of the production of ideology. And thus I conclude this chapter by asserting that in order to be a critic of ideology one must struggle with and acknowledge multiple and complex social identities. ;In the final chapter I defend the claim that nationalist education undermines the process of teaching students to be critics of ideology since such an education prevents students from engaging the complexity of the encounter between the knowing subject and the object of knowledge. Moreover, I argue that a decidedly non-nationalist multicultural education offers the possibility of developing heterogeneous group identity without the deleterious consequences invariably brought forth by nationalism

This book is centrally concerned with crucial theoretical and practical aspects of teaching in the national and global borderlands of gender, race, and sexuality studies. The cross-cultural feminist focus of this anthology allows the contributors to consider the various ways in which global and national frameworks intersect in the classroom and in students' thinking, and also the ways in which power and authority are developed, directed, and deployed in the feminist classroom. This volume provides a critical elaboration of provocative, self-reflexive questions for feminist cultural and intellectual practice for the 21st century. In doing so, the volume provides a site for engaged feminist self-criticism for the specific purpose of reinvigorating a critical pedagogical practice grounded in multicultural feminist identities.