Gene Ontology (GO) has been widely used to infer functional significance associated with sets of genes in order to automate discoveries within large-scale genetic studies. A level in GO's direct acyclic graph structure is often assumed to be indicative of its terms' specificities, although other work has suggested this assumption does not hold. Unfortunately, quantitative analysis of biological functions based on nodes at the same level (as is common in gene enrichment analysis tools) can lead to incorrect conclusions as well as missed discoveries due to inefficient use of available information. This paper addresses these using an informational theoretic approach encoded in the GO Partition Database that guarantees to maximize information for gene enrichment analysis. The GO Partition Database was designed to feature ontology partitions with GO terms of similar specificity. The GO partitions comprise varying numbers of nodes and present relevant information theoretic statistics, so researchers can choose to analyze datasets at arbitrary levels of specificity. The GO Partition Database, featuring GO partition sets for functional analysis of genes from human and 10 other commonly studied organisms with a total of 131 972 genes, is available on the internet at: . The site also includes an online tutorial.

Massive Open Online Courses (MOOCs) have widely been acknowledged as a unified platform to reduce the digital divide and make education accessible to all. It also enables students’ access to professors and educational contents sans spatial and institutional barriers. Despite several benefits, MOOCs’ adoption and completion rate remain unimpressive, especially among developing countries. Using Extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we examine the key factors that influence the behavioral intention to use MOOCs among students in an Indian private university. The data from 412 postgraduate students were analyzed using Partial Least Squares-Structured Equation Modelling. The study identifies barriers to use MOOCs, in a university that has offered free MOOCs courses and certifications to the students. The study makes several theoretical contributions and offer adequate insights for higher education institutions to administer and integrate MOOCs in their curriculum.

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SummaryMobile phones form an integral part of our modern lifestyle. Following the drastic rise in mobile phone use in recent years, it has become important to study its potential public health impact. Amongst the various mobile phone health hazards, the most alarming is the possible effect on the brain. The aim of the present study was to explore whether chronic exposure to mobile phones affects cognition. Ninety subjects aged 17-25 years with normal hearing were recruited for the study and divided into three groups according to their duration of mobile phone use. No significant differences in N100, P200, N200, P300 latencies or N2-P300 amplitude were observed. Our results suggest that chronic mobile phone exposure does not have detrimental effects on cognition.

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