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Notes from the Library…LabArchives

LabArchives

Notes from the Library…LabArchives

Tufts has an institutional license for LabArchives, an electronic lab notebook.  Your lab may already be using this tool, but if not, read on for information on what LabArchives is, and how you can use it in your work.

What is LabArchives?

LabArchives is a web-based electronic lab notebook, designed to replicate and enhance the features of a traditional paper notebook.  LabArchives allows you to electronically document your experiments, store files, search content, manage version history, and collaborate with others.

How do I access to LabArchives?

While LabArchives is designed as a collaborative tool for research labs, anyone at Tufts can contact Tufts Technology Services to request access: tts-research@tufts.edu.

Once a LabArchives account has been created for you, then access the login page from your preferred browser (Chrome, Firefox, Internet Explorer, or Safari): https://shib.labarchives.com/select_institution.  Select ‘Tufts University’ from the dropdown menu (if you are on campus, then this option will already be selected), click ‘Go to Your Institution’s Login’, and enter your Tufts username and password.

LabArchives is also accessible via a mobile app for Android and iOS devices.

Tell me a little more about what I can do in LabArchives.

Like any tool, LabArchives is what you make of it.  Here are a few things you can do in LabArchives:

  • Create multiple notebooks
  • Organize information into folders, pages, and entries
  • Enter text, structures, or calculations, and upload files, to a page
  • Develop templates for common protocols and methods
  • Tag content to facilitate searching in your notebook
  • View changes made to, and revert to old versions of, your notebook

What types of files can I store LabArchives?

Any type of file can be stored in LabArchives.  Files up to 15 GB can be uploaded to a notebook page.  If you need to reference a file that exceeds this limit, then you can store the file elsewhere (e.g. Box, research storage drive) and link the location path to your notebook.  Your LabArchives at Tufts account has unlimited storage.

Can I view and edit files in LabArchives?

LabArchives is integrated with Office Online and GraphPad Prism, which allows you to view and edit Word, Excel, PowerPoint and Prism documents from within your notebook.

In addition, an Office plugin enables you to save documents to LabArchives while working in Word, Excel or PowerPoint on your desktop.

Most image files can be viewed and edited in LabArchives.  PDF documents can also be viewed in LabArchives.

Can LabArchives be used to store personally identifiable and/or medical data?

No.  LabArchives does not meet the standards necessary to comply with Health Insurance Portability and Accountability Act (HIPAA) or Family Educational Rights and Privacy Act (FERPA) standards.

How does LabArchives allow me to collaborate with others?

You can share an entire LabArchives notebook or an individual folder, page or entry with other LabArchives users, at Tufts or other institutions.

As a notebook owner, you can choose whether you provide read/write or read-only access to your content.  Permissions can be changed at any time.

How can I access my LabArchives notebooks when I leave Tufts?

Prior to leaving Tufts, you should confer with your PI about transferring ownership of your LabArchives notebooks to another LabArchives user in your lab.  In order to continue to have access to your notebooks, you will need to create a free individual LabArchives account or, if you are going to another institution with LabArchives, an account at that institution.

You can also download either an HTML or PDF version of your notebooks, for offline reading and storage.

What are the next steps if I want to start using LabArchives?

To request access to LabArchives, contact Tufts Technology Services: tts-research@tufts.edu.

For quick start guides, frequently asked questions and troubleshooting, go to the LabArchives help page: http://labarchives.kayako.com/.

For help with data management best practices, such as file structure, naming and metadata, contact me: laura.pavlech@tufts.eduLabArchives

Sci-Art Contest 2017: And the winner is…

Last month the Sackler Insight hosted a contest to find the best science-based art (“sci-art”) at Sackler. All twelve entries were posted to the Sackler Graduate Student Council Instagram account (@SacklerGSC) and the Sackler student Facebook group. The winning contributor will receive a $25 Visa gift card!

The results are in! 174 voters from both Instagram and Facebook weighed in on their favorite pictures. Our lucky first place winner is Mary H. from Microbiology with her photo “An enteroid supernova,” which received 65 votes. Runners-up included Rana A. from PDD with “Making the best of a bad Western” (61 votes) and Rob C. from CMDB with “Monday Blues – Screening One-Bead-One-Compound Peptide Libraries” (39 votes).

Congratulations Mary, and thank you to everyone who participated! You can check out the pictures below:

Notes from the North – CMDB first year visit to MMCRI

We frozen few doing our thesis work in the CMDB and genetics programs are always looking for ways to highlight some of the excellent resources we have at our institutes. Last month I had the pleasure of hosting the CMDB first year students and introducing them to the Maine Medical Center Research Institute in Scarborough, Maine. They heard from the faculty here about potential rotation projects, but perhaps more importantly about the larger on-going projects that could become collaborative efforts between Maine and Boston. Here are some pictures of their visit and a link to the updated MMCRI website in case you too are interested in finding out about current MMCRI research.

 

Left to right CMDB first years Brittany Ahlstedt, Alexander Hu, Alice Meng, and Jackson Fatherree at Portland Head Light at Fort Williams Park.

 

Left to right CMDB students Alice Meng, Brittany Ahlstedt, Jess Davis-Knowlton, Jackson Fatherree, and Alexander Hu at Duckfat in Portland.

Lessons from #GradStudentTax

The recent tax reform bill passed in the House caused much uproar in the academic community as it removed the provision in the current tax code that waives the students’ school tuition. This provision, known as qualified-tuition-reduction provision (section 117(d)(5)), allows for the waived tuition to be exempt from taxable income; removal of this provision would therefore add to the tax burden of the students, who are already living marginally with an average income of ~$30,000/year. Sackler students, who currently receive $33,500, would see their taxable income increase by ~$20,000 (annual tuition) which would push them to a higher tax bracket (15% to 25%). It should be noted that this tuition waiver provision does not affects students in their 6th or higher year of study at Sackler as tuition is not charged past the 5th year.

Fortunately, the Senate’s version of the new tax bill retains this provision, for now. It remains to be seen whether the merged version of the bill will keep or remove this provision. In the meantime, graduate students have been organizing nationwide; the Sackler graduate student council organized a call your representatives event last Tuesday. If you haven’t gotten a chance to make your voice heard yet, consider signing onto FASEB’s letter to Congress asking them to protect the waiver provision.

The fight to protect this provision has raised other questions among grad students, particularly, why do universities bill tuition and then waive it? It appears that the waiver is not done in the same manner across all private universities. For example, Cornell University considers its tuition waiver as a qualified scholarship, which is tax exempt and not affected by the removal of the provision in the House bill. But this still allows for the question to be asked as to why universities just don’t charge $0 for tuition or if they can NOT charge it after 5 years, why they can’t do it for the years before. The answer seems to lie with the fact that universities are using the billed tuition as a way to generate revenue, especially in the sciences. This may sound sinister, but the reality is more complex. As scientists & trainees supported mostly by government grants, we are all aware of the overhead & indirect costs that are involved with doing research and that a percentage of every grant awarded to a faculty member at the university is matched by the NIH and given to the university administration. This support is necessary for maintaining a research environment, but it also begs the question of whether taxpayer money should be used to fund administrations of private universities with large endowments, particularly at a time when budgets for scientific endeavors are being slashed. Additionally, given that private universities, which enjoy a non-profit status, are behaving more and more like for-profit institutions, one is left to wonder whose interests are being represented at the administrative level.

The grad student tax debate has also raised the question of the role of graduate students in the workplace. Traditionally, graduate students have been considered as trainees rather than employees and a certain paternalistic relationship exists between faculty/administration & graduate students. However, since the National Labor Relations Board’s decision to recognize graduate students as employees, thus allowing them to unionize, this trainee status is being questioned more and more. Graduate students have faced obstructions from the university administrations when they have tried to unionize, and faculty have been divided on the topic of whether students should unionize (one professor going as far to tell grad students to focus on work rather than wages). Tufts currently has a graduate student union, but the Sackler school doesn’t have one at the moment, reasons for which lie with the content student body and the lack of a teaching requirement as part of the stipend.

It seems that the tax bill requires major revisions, for reasons separate from the grad student tax. This gives us, academics, time to organize around this issue and keep putting pressure on our representatives to protect the tuition waiver for graduate students. This also allows us to have a broader discussion about the roles of graduate students in the workplace, and how universities use funds that they receive from the public through the government funding bodies. Transparency from the administration’s side is likely to win them more supporters among students and faculty alike, rather than a nebulous state of operations.

 

On the Shelf…

For Work

Embase logo

Embase

Location: Search for ‘Embase’ in search box on Databases tab of the HHSL homepage (http://hirshlibrary.tufts.edu/).

This database indexes biomedical journal articles and conference abstracts.  The database includes thousands of journals not indexed by MEDLINE (PubMed), and is particularly robust in its coverage of pharmaceutical and medical device literature and conferences.  Unique indexing, through its Emtree controlled vocabulary, and search features make it easy to retrieve precise results.

Springer Nature Experiments, which I mentioned in my October post, is now available.  To access, click the link in the ‘Find Springer Nature Protocols & Methods’ box on the Sackler School Biomedical Sciences Research Guide

For Leisure

 Life After Life

Life After Life, by Kate Atkinson

Location: Tisch Library Book Stacks PR 6051.T56 L54 2013

A God in Ruins, by Kate Atkinson

Location: HHSL Leisure Reading Fiction A875g 2016

Life After Life is a novel about an English woman who lives through the events of the first half of the 20th century again and again, with small, but critical, changes each time, reminiscent of Ray Bradbury’s short story, A Sound of ThunderA God in Ruins is the companion novel to Life After Life, following the brother of the main character in the first novel through his experiences in World War II to the present day.

To request a book from another Tufts Library:

  1. Search for the book in JumboSearch, which is the default search on the Hirsh Health Sciences Library homepage.
  2. Once you find the book, click the title to view the record for that book.  Click the ‘Log in’ link in the yellow box.
  3. Log in with your Tufts username and password.
  4. Once you have logged in, click the ‘Request item’ link.
  5. Choose your pickup location (Hirsh Health Sciences Library) and click ‘Request’.  You will be notified via email when the book is ready for you to pick up.

 

Notes from the Library…Finding Gene Information in PubMed

PubMed is just one database from the National Library of Medicine (NLM).  The National Center for Biotechnology Information (NCBI), a division of the NLM, maintains several molecular biology databases.  These databases link to one another and to PubMed.  This month, I’ll describe how to find information about a gene in PubMed and the Gene database.

Which NCBI resource(s) should I use to find information on a gene?

You can start in either PubMed or Gene, a database of known and predicted genes for a several species.  Each record is devoted to a single gene and may provide information on nomenclature, chromosomal location, gene products, phenotypes, and interactions, as well as links to literature, sequences, and other NCBI and external databases.  Consider a Gene record a gene’s homepage in NCBI.

I’ll begin in PubMed because it is the database with which you are likely most familiar.  In the PubMed search box, you can enter either a gene’s name or symbol.  To activate the Gene Sensor (see next question), use the official gene symbol, which can be found at genenames.org, the site for the HUGO Gene Nomenclature Committee (HGNC).  The HGNC assigns standardized names to human genes.

What is the PubMed Gene Sensor?

Gene Sensor checks the gene symbol that you enter against symbols in the Gene database and, if a match is found, displays links to information about the gene in NCBI databases at the top of your PubMed search results.  These links include: the records(s) for the gene in the Gene database; articles on the gene’s function (GeneRIF; see below); and tests in the Genetic Testing Registry.

Choose the link to the gene’s record in the Gene database.  The first option will be for the human gene, with links for other species, if available, following.

Gene Sensor results in PubMed
Gene Sensor results in PubMed

What if my initial PubMed search does not activate the Gene Sensor?

If you do not see the Gene Sensor box at the top of your PubMed results, then you can search the Gene database directly by selecting ‘Gene’ from the drop-down menu next to the search box.  Enter a gene name or symbol, species, or disease.

Gene database in drop-down menu
Choose Gene database from drop-down menu

How do I find information once I am in a Gene record?

Use the Table of Contents in the right-hand column of the record to navigate to specific information about the gene.  Scroll down to the ‘Related information’ section of the right-hand column for links to information about the gene in other NCBI databases.

Record in Gene database
Record in Gene database, with Table of Contents in right-hand column

So how does this help me find PubMed articles about a gene?

In the Related information section of a Gene record, you will notice several links to PubMed.  Each of these links retrieves a specific set of articles in PubMed:

  • PubMed: Articles that have been indexed with the Medical Subject Heading (MeSH) of the protein that the gene codes for, combined with the subheading ‘genetics’. For example: ‘Hemochromatosis Protein/genetics’[MeSH].
  • PubMed (GeneRIF): Articles that focus on the function of a gene. GeneRIFs (reference into function) are identified in three ways: by National Library of Medicine staff; by volunteer collaborators who submit a function, and article(s) describing that function (if you know of, or have authored, an article about a gene’s function, then you can submit a GeneRIF); through reports from HuGE Navigator, a human genome epidemiology knowledge base from the Centers for Disease Control and Prevention.  PubMed (GeneRIF) also includes articles that describes a gene’s interactions.
  • PubMed (OMIM): Articles cited in Online Mendelian Inheritance in Man (OMIM) records. OMIM is a compendium of human genes and phenotypes.
  • PubMed (nucleotide/PMC): Articles identified from shared sequence and PubMed Central links.

Each set of articles is continuously updated.  Use these links to retrieve the set of articles that best describes the type of literature you are seeking.

PubMed links in Gene record
PubMed links under ‘Related information’ in Gene record

What if I want to find all the literature on a particular gene in PubMed?

If you want to do a comprehensive PubMed search for literature on a gene, then use the Gene record and HGNC (genenames.org) to identify the gene’s current and past names, symbols, and synonyms.  Use ‘OR’ to combine these keywords with the MeSH term for the protein that the gene codes for, with the subheading ‘genetics’.  Some genes, but not all, genes also have a MeSH term for the gene itself.

For example:

“BRCA1” OR “BRCC1” OR “FANCS” OR “BROVCA1” OR “PPP1R53” OR “breast cancer 1” OR “Genes, BRCA1″[MeSH] OR “BRCA1 Protein/genetics”[MeSH]

You may get a lot of irrelevant results with a comprehensive search because many gene symbols are not unique.  Therefore, this search would likely have to be combined with another concept, using ‘AND’.

For example:

(“BRCA1” OR “BRCC1” OR “FANCS” OR “BROVCA1” OR “PPP1R53” OR “breast cancer 1” OR “Genes, BRCA1″[MeSH] OR “BRCA1 Protein/genetics”[MeSH]) AND (“ovarian neoplasms”[MeSH] OR “ovarian neoplasms” OR “ovarian cancer”)

Science Sketches at MMCRI

Very recently I found myself in a revelationary conversation with a non-scientific colleague as we were planning our annual exhibition for the Maine Science Festival. We needed a display that would highlight the molecular biology work we do at MMCRI that would be exciting and comprehensible to a broad audience plus a related hands-on activity that could be completed in just a few minutes. Pulling from the expertise of the folks attending the festival, I proposed that we have a display on our use of 3D silk scaffolds in modeling cancer. One of the hallmarks of the cancer cells compared to healthy cells is reduced lipid content, so the hands-on activity could be a demonstration of dye solubility with the explanation that this is how we measure lipid content in our cell populations.

Well, about halfway into the conversation I found that I had completely failed to convey A. the link between the silk scaffold models and the hands-on activity and B. the importance of dye solubility in highlighting specific structures and substances. Fortunately, my colleague asked me to take several steps back and was able to ask very specific questions such that I was able to reform my explanation for her. In the end, my idea was passed along, but the episode highlighted to me that despite all the opportunities I have to explain my science to both scientific and lay audiences I still need lots more practice.

This past summer at MMCRI we had an excellent opportunity to think in great depth about how to present our work in a concise and comprehensible manner: we produced Science Sketches! A Science Sketch is a two-minute or less video summary of a scientific topic. I have seen examples of more universal basic scientific principles as well as very specific projects.

All sketches start as an idea or concept that the writer wants to convey to their audience. The writer must decide who their audience will be, as this will dictate the vocabulary and the level of explanation that needs to be employed. Science Sketches has a great tutorial to help writers as they get started telling their stories. They recommend a 300-word script with no jargon that has been proofread by several colleagues and assessed using online tools that highlight terms above a given reading level. With a complete script, you can start putting together a storyboard that illustrates every sentence.

The sketches generally utilize pen and ink drawing on copy paper or white board, but they can also employ cut paper shapes, building blocks, or other props to illustrate an idea. They can be made very rapidly and at very little expense as they are often filmed using a cell-phone camera mounted on a ring stand.  The writer films him or herself drawing or moving paper cut outs, records his or her script, then uses video editing software to compress the video and match it to the audio. The writer can take as long as he or she likes drawing the images as they can be sped up to whatever speed is necessary using the editing software.

Video summaries of scientific concepts have been around for a long time, and I am particularly fond of this trippy vintage recording of translation, but organizing an approachable tutorial that anyone can carry out is a novel model. Science Sketches arose at the Max Plank Institute of Molecular Cell Biology and Genetics in Dresden Germany as a collaboration between the institute’s postdoc program manager, Lisa Dennison, PhD, and the Hyman lab. More recently, Science Sketches has focused on improving their public engagement, so Liam Holt, PhD of NYU, became involved and helped them develop their science fundamentals video series.

I found this summer’s workshop challenging but rewarding. I had to take a high altitude view of my project again after months of detailed experiments in order to highlight the key features of my work and keep my audience’s attention for the full two minutes. It also gave me an excuse to binge watch lots of science vignettes, making me feel really well rounded and intelligent for a day, as I decided how I wanted to construct my own video. Hope you enjoy!

NIH signs PACT with big pharma to boost immunotherapy

On October 2017, the NIH announced a formal collaboration between the public and private sector as a new leap in the War On Cancer. The collaboration, termed PACT for “Partnership for Accelerating Cancer Therapeutics”, is a five-year project that will focus first on cancer biomarker identification & validation and then on developing novel immunotherapies. As Dr. Francis Collins, Director of NIH, stated to the press, “we have seen dramatic responses from immunotherapy… We need to bring that kind of success – and hope – for more people and more types of cancers, and we need to do it quickly.” He believes that this collaborative effort between the NIH and 11 heavyweight pharmaceutical companies (see below for complete list) will “help achieve this success faster.”

This new collaboration will allocate $215 million over the five years, with NIH contributing $160 million over 5 years (depending on availability of funds) and each pharma company contributing $1 million/year (totaling 55$ million over 5 years). The Foundation for the National Institutes of Health (FNIH), a congressionally established nonprofit, and the U.S. FDA will be supervising this partnership. The Pharmaceutical Research and Manufacturers of America (PhRMA), a trade group found in 1958 to advocate for public policies that encourage drug discovery for patients, will also provide support for this initiative.

PACT seeks to identify why certain patients respond so dramatically to immunotherapy, as evidenced by the recent observations of near-complete eradication of pediatric lymphomas, and how such treatments can be expanded to a larger patient population and a wider range of tumors, especially solid tumors which have not had much success with immunotherapy despite a lot of initial promise. To that end, this program will first perform cancer biomarker discovery, validation and standardization and then integrate these biomarkers for patient recruitment into oncology trials for immunotherapy and combination trials. PACT also aims to embrace the data sharing aspect of collaboration to “better coordinate clinical efforts, align investigative approaches, reduce duplication and enable more high-quality trials to be conducted.”

As part of the Cancer Moonshot program and PACT collaboration, the National Cancer Institute (NCI) recently awarded cooperative agreements to Dana-Farber Cancer Institute, Stanford Cancer Institute, Precision Immunology Institute and the Tisch Cancer Institute to Icahn School of Medicine at Mt. Sinai, and MD Anderson Cancer Center. These cancer centers will serve as Cancer Immune Monitoring and Analysis Centers (CIMACs) where tumors will be deep sequenced and immune profiled. The data obtained will be archived in a immune response biomarker database created at Dana Farber, which is slated to act as a Cancer Immunologic Data Center (CIDC). These cancer centers will form a network of laboratories that can support both basic research efforts and adult and pediatric immunotherapy trials.

Dr. Thomas Hudson, vice president of oncology discovery and early development at AbbVie, who represented the industry at the PACT press conference, stressed on the need for collaborative efforts to drive innovations in immunotherapy, despite the competitive nature of the field. Based on his prior experience in large scale public-private sector collaboratives, such as the International Cancer Genome Consortium, he believes that this collaboration will ultimately prove to be more fruitful than expected for all parties involved. Besides Abbvie, the other pharma partners include Amgen, Boehringer Ingelheim, Bristol-Meyers Squibb, Celgene Corporation, Genentech, Gilead Sciences, GlaxoSmithKline, Janssen Pharmaceuticals (Johnson & Johnson), Novarits and Pfizer.

 

Sources –

https://www.nih.gov/news-events/news-releases/nih-partners-11-leading-biopharmaceutical-companies-accelerate-development-new-cancer-immunotherapy-strategies-more-patients

https://www.nih.gov/news-events/multimedia-partnership-accelerating-cancer-therapies

https://www.statnews.com/2017/10/12/nih-pharma-cancer-moonshot/

https://cen.acs.org/articles/95/web/2017/10/Big-pharma-joins-NIHs-Cancer.html

Top Techniques: Single-Cell RNA Sequencing

Image from Papalexi E & Satija R, Single-cell RNA sequencing to explore immune cell heterogeneity. Nat Rev Immun (2017).

As scientists ask increasingly focused and nuanced questions regarding cellular biology, the technology required to answer such questions must also become more focused and nuanced. In the last decade, we have already seen several significant paradigm shifts in how to process data in a high-throughput manner, especially for genomic and transcriptomic analyses. Microarrays gave way to next-generation sequencing, and now next-generation sequencing has moved past bulk sample analysis and onto a new frontier: single cell RNA sequencing (scRNA-Seq). First published in 2009, this technique has gained increasing traction in the last three years due to increased accessibility and decreased cost.

So, what is scRNA-Seq?

As the name suggests, this technique obtains gene expression profiles of individual cells for analysis, as opposed to comparing averaged gene expression signals between bulk samples of cells.  

When and/or why should I use scRNA-Seq compared to bulk RNA-Seq? What are its advantages and disadvantages?

The ability to examine transcriptional changes between individual cells uniquely allows researchers to define rare cell populations, to identify heterogeneity within cell populations, to investigate cell population dynamics in depth over time, or to interrogate nuances of cell signaling pathways—all at high resolution. The increased specificity and subtlety given by single-cell sequencing data benefits, for example, developmental biologists who seek to elucidate cell lineage dynamics of organ formation and function, or cancer biologists who may be searching for rare stem cell populations within tumor samples.

Practically, scRNA-Seq often requires far less input material than traditional bulk RNA-Seq (~103-104 cells per biological sample, on average). The trade-off for this downsizing advantage, however, is because of the lower input, there is often more noise in the output data that requires additional filtering. Also, as with any rising star high-throughput technique, standardized pipelines for bioinformatics processing of the raw output data are still being finalized and formalized. As the same type of growing pains occurred when bulk RNA-Seq rose to prominence, no doubt a more final consensus will also eventually be reached for scRNA-Seq.

What platforms are used for scRNA-Seq?  

The three most current and common workflows to isolate single cells for sequencing are by microplates, microfluidics, or droplets.

Microplate-based single cell isolation is carried out by laser capture of cells, for example by FACS, into wells of microplates. This approach is useful if there are known surface markers that can be used to separate cell populations of interest. It also provides the opportunity to image the plate and ensure that enough cells were isolated and that it was truly a single cell isolation. Reagents for lysing, reverse transcribing, and preparing libraries are then added to individual wells to prepare samples for sequencing.   

Microfluidics-based single cell isolation consists of a chip with a maze of miniature lanes that contain traps, which each catch a single cell as the bulk cell mixture is flowed through. Once cells are caught within the traps, reagents for each step of the sample preparation process (lysis, reverse transcription, library preparation) are flowed through the chip lanes, pushing the cell contents and subsequent intermediate materials into various chambers for preparation, followed by harvesting the final material for sequencing.

Droplet-based single cell isolation also uses microfluidics but instead of traps it involves encapsulating, within a single droplet of lysis buffer, (1) a single cell and (2) a bead linked to microparticles, which are the reagents necessary for sample preparation. The advantage of this approach is that a barcode can be assigned to the microparticles on each bead, and thus all transcripts from a single cell will be marked with the same barcode. This aspect allows pooling of prepared samples for sequencing (decreasing cost) as the cell-specific barcodes then can be used to map transcripts back to their cell of origin.

The other significant consideration for designing scRNA-Seq experiments is what sequencing method to use. Full-length sequencing provides read coverage of entire transcripts, whereas tag-based sequencing involves capture of only one end of transcripts. While the former approach allows for improved mapping ability and isoform expression analyses, the latter allows for addition of short barcodes (Unique Molecular Identifiers, UMIs) onto transcripts that assist in reducing noise and bias during data processing.    

So, which platform should­ I use?

As with most advanced techniques, determining which platform to use depends on the biological question being asked. A microplate-based platform does not accommodate high throughput analyses but does allow for specificity in what types of cells are being analyzed. So, for example, it would be a good choice for investigating gene expression changes within a rare population of cells. It also does not require particularly specialized equipment (beyond a FACS machine) and thus is a relevant choice for researchers without access to more sophisticated options. Microfluidics-based platforms are capable of more throughput than microplate-based while retaining sensitivity, but they are more expensive. Finally, droplet-based platforms provide the greatest amount of throughput but are not as sensitive. Thus, they are most appropriate for elucidating cell population composition and/or dynamics within complex tissues.

How can my scRNA-Seq data be processed, and is it different than bulk mRNA-Seq data processing?

Performing computational analysis on scRNA-Seq data follows a similar pipeline as bulk RNA-Seq, though there are specific considerations required for scRNA-Seq data processing, especially during later stages of the pipeline. One of the major considerations is significant cell-to-cell discrepancies in expression values for individual genes. This effect occurs because each cell represents a unique sequencing library, which introduces additional technical error that could confound results when comparing cell-specific (and therefore library-specific) results. This effect can be mitigated during data processing by additional normalization and correction steps, which are included in most of the publicly available scRNA-Seq processing pipelines.

Finally, the types of interpretations drawn from scRNA-Seq experiments are also technique-specific and question-dependent. Common analyses of scRNA-Seq data include clustering, psuedotime, and differential expression. While clustering is done with bulk RNA-Seq data, clustering scRNA-Seq data allows for assessing relationships between cell populations at higher resolution. This aspect is advantageous for investigating complex tissues—such as the brain—as well as for identifying rare cell populations. Given the large sizes of scRNA-Seq data sets, performing clustering of scRNA-Seq often requires dimensionality reduction (i.e. PCA or t-SNE) to make the data less noisy as well as easier to visualize. By coupling clustering results along with differential expression data, identifying gene markers for novel or rare populations is made easier. Psuedotime analysis is particularly useful for scRNA-Seq experiments investigating stages of differentiation within a tissue. Using statistical modeling paired with data reflecting a time course (for example, various developmental stages of a tissue), this analytical method tracks the transcriptional evolution of each cell and computationally orders them into a timeline of sorts, thus providing information relevant for determining lineages and differentiation states of cells in greater detail.  

Where can I do scRNA-Seq in Boston?  

Tufts Genomics Core here at Sackler has a Fluidigm C1 machine (microfluidics). Harvard Medical School (HMS) has several options for single-cell sequencing platforms. HMS Biopolymers Core also has a Fluidigm C1 system that is available for use on a for-fee, self-serve basis after training, with reagents purchased and samples prepared by the individual, as well as a 10X machine (droplet). HMS Single-Cell Core has a inDrop machine (droplet) that includes for-fee full service with faculty consultation.

What is the future for scRNA-Seq?

Bettering the way in which samples are processed and data is analyzed is a priority for scRNA-Seq experts. Specifically, ongoing work seeks to improve library preparation and sequencing efficiency. The programs used to process scRNA-Seq data are also still in flux so as to provide better normalization and correction tools for increasingly accurate data. On a larger scale, developing technology to analyze other biological aspects (genomics, epigenomics, transcriptomics) at the single cell level is of high interest, especially when considering how powerful combining these other forms of single-cell analysis with transcriptomics could be for understanding both normal and disease biology.

Resources:

  1. scRNA-Seq software packages: https://github.com/seandavi/awesome-single-cell
  2. Review of bioinformatics and computational aspects of scRNA_Seq: https://www.frontiersin.org/articles/10.3389/fgene.2016.00163/full
  3. Practical technique review: https://genomemedicine.biomedcentral.com/articles/10.1186/s13073-017-0467-4
  4. Start-to-finish detailed instructions on scRNA-Seq: https://hemberg-lab.github.io/scRNA.seq.course/biological-analysis.html

The Perks of Resting Your White Matter

All images used here are released under Creative Commons CC0. The author would like to thank her good friend E.C. for help in editing this article.

While the stigma of mental health issues has begun to lessen somewhat in recent years, it’s still very present in our society. Let’s take a moment to talk honestly about mental health and work/life balance.

Graduate students have a high risk of having or developing mental health issues
In a paper published in the Journal of Medical Education in 1984, Heins et al. studied perceived stress in medical, law, and graduate students. While the authors acknowledged that stress is related to doing graduate work regardless of program, they caution that overabundance of stress is, paradoxically, likely to be detrimental to the learning process (Heins et al. 1984). Even in the 80s, scientists were studying and acknowledging mental health issues resulting from too much stress, and the importance of its management in post-secondary education. So why has it taken so long to address this, even in everyday society?

Aside from the inertia created by social norms, there doesn’t seem to be a reasonable answer to this. Graduate students face an extraordinarily high amount of pressure, including the their own expectations and those of their peers, funding concerns, publishing, and finding a job once their degree is finally obtained (Hyun et al. 2006). A small study of Ph.D. students in Flanders, Belgium indicated that the risk having or developing a common psychiatric disorder, such as anxiety or depression, was 2.43 times higher in Ph.D. students than in the highly educated general population (Levecque et al. 2017). A similar pattern was published in the Graduate Student Happiness & Well-Being Report from University of California, Berkeley, where 28-64% of graduate students scored as being depressed (depending on the field of study; biological sciences scored 43-46%) (University of California, Berkeley 2014). This study’s top ten predictors of overall graduate student well-being are:

1. Career Prospects
2. Overall Health
3. Living Conditions
4. Academic Engagement
5. Social Support
6. Financial Confidence
7. Academic Progress & Preparation
8. Sleep
9. Feeling Valued and Included
10. Advisor Relationship

So, what does this mean?

Work-life balance is important
You may be protesting, “I am in graduate school. I am extremely busy and I simply don’t have time to do things outside of work.” Good news: studies show that taking breaks can boost your focus (Ariga and Lleras 2011; Finkbeiner et al. 2014; Zacher et al. 2016). There are lots of opportunities hidden within your day-to-day life that you can seize, if you know where to look. Not convinced? Try taking just one extra hour of time for yourself per week for a few months and see if your stress levels decrease. Here are some beneficial things to try during that hour:

Get some exercise
The gym in Sackler is free and readily accessible for students, but there are lots of other things you could do. Running is a great, rhythmic option that can double as a jam session to your favorite tunes. High-impact exercise not your style? Try taking a stroll with a friend to get some bubble tea and fresh air! Or take advantage of the weekly “Walk with the Dean” that Dean Jay recently implemented. The Student Advisory and Health Administration Office has also sponsored beginner’s level yoga and meditation, which will hopefully continue in future semesters.

Catch more zzz’s
Most of the time, caffeine does a passable job at convincing us that sleep isn’t all that important after all, right? As miraculous (and delicious!) as coffee is, the caffeine-induced buzz just isn’t a substitute for getting enough sleep. It’s very difficult to commit to a full 8 hours every night (and some of us may not even need quite that much), but if you are consistently running low on sleep, try committing to just an extra half hour each night. At the very least, you’ll get another 3.5 hours per week, which is a step in the right direction!

Start talking
Open a dialogue with your colleagues about mental health and well-being. You might be surprised by how many people have something to say on the topic, and by starting a conversation, you will play an active role in decreasing the stigma surrounding mental health. This can be a particularly helpful and important step if you are feeling alone, frustrated, helpless, or overwhelmed. If opening up to a friend is too daunting, you can also take advantage of peer-to-peer mentoring. Groups like Tufts Mentoring Circles aim to support students (and Postdocs!) through topics such as applying for jobs, time management, conflict resolution, and, of course, work/life balance.

Know where to go for help
Did you know that Tufts has a Student Wellness Advisor? This resource is available to all students on the Boston Health Science Campus. Our Wellness Advisor, Sharon “Snaggs” Gendron is here to help us manage the everyday stress of being graduate students. She can also refer students struggling with depression, anxiety, or other mental health challenges to clinicians who can help. You can read more about how to get in touch with the Wellness Advisor here.

If any of this sounds familiar and you want to try changing your habits, you’re in luck! There are two Wellness Gatherings coming up, one on November 15th from 3 PM – 4:30 PM and one on December 14th from 2:30 PM – 4 PM, in the Sackler 4th floor Reading Room. Take a few minutes to stop by and meet the Wellness Advisor (and a Canine Companion)!

A final note…
TL;DR? You are important and your health is paramount. Keep in mind that the definition of ‘health’ is not limited to the physical realm; you need to take care of your mind and feelings just as much as the rest of you.

Finally, and this cannot be emphasized enough, if you are struggling with mental health challenges like anxiety, depression, or suicidal thoughts, please seek help. You are not alone. In the event of a crisis, you can contact the National Suicide Prevention Lifeline 24/7 at 1 (800) 273-8255.

Literature Cited
Ariga A and Lleras A. (2011) Brief and rare mental ‘‘breaks’’ keep you focused: Deactivation and reactivation of task goals preempt vigilance decrements. Cognition 118:439-443.

Finkbeiner KM, Russell PN, and Helton WS. (2016) Rest improves performance, nature improves happiness: Assessment of break periods on the abbreviated vigilance task. Conscious Cogn 42:277-285.

Heins M, Fahey SN, and Leiden LI. (1984) Perceived stress in medical, law, and graduate students. J Med Educ 59:169-179.

Hyun JK, Quinn BC, Madon T, and Lustig S. (2006) Graduate student mental health: needs assessment and utilization of counseling services. J Coll Stud Dev 47(3):247-266.

Levecque K, Answeel F, De Beuckelaer A et al. (2017) Work organization and mental health problems in PhD students. Res Policy 46:868-879.

University of California, Berkeley. (2014) The Graduate Assembly: Graduate student happiness & well-being report. http://ga.berkeley.edu/wellbeingreport/. Accessed 31 October 2017.

Zacher H, Brailsford HA, and Parker SL. (2014) Micro-breaks matter: A diary study on the effects of energy management strategies on occupational well-being. J Vocat Behav 85:287-297.