https://cncr.nl/ctg/
In our new preprint, we benchmark how non-additive genetic effects (i.e, dominance deviations) shape polygenic prediction across simulated and UK Biobank traits.
👉 www.medrxiv.org/content/10.1...
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Preprint: medrxiv.org/content/10.1...
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link: rdcu.be/ezuZd
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FLAMES combines both, by combining XGBoost predictions using functional evidence in the GWAS locus with PoPS predictions.
FLAMES combines both, by combining XGBoost predictions using functional evidence in the GWAS locus with PoPS predictions.
- our new tool FLAMES 🔥🔥, to identify the most likely causal genes in GWAS loci, using machine learning techniques, thoroughly benchmarked and freely available
Paper: rdcu.be/d9iQP
Code: github.com/Marijn-Schip...
- our new tool FLAMES 🔥🔥, to identify the most likely causal genes in GWAS loci, using machine learning techniques, thoroughly benchmarked and freely available
Paper: rdcu.be/d9iQP
Code: github.com/Marijn-Schip...
One is to identify the causal gene for every lead snp in the @gwascatalog.bsky.social
The other is to assign a GWAS trait to every human gene.
Unfortunately the gwas catalog is growing exponentially and I'm not.
I'm at 103,605 "solved" loci out of 563,097 lead snps
One is to identify the causal gene for every lead snp in the @gwascatalog.bsky.social
The other is to assign a GWAS trait to every human gene.
Unfortunately the gwas catalog is growing exponentially and I'm not.
I'm at 103,605 "solved" loci out of 563,097 lead snps
The microbes within us treat our social networks as the extended environment in which they thrive. They can spread from person to person.
New #HNL work out today in @natureportfolio.bsky.social . 1/
The microbes within us treat our social networks as the extended environment in which they thrive. They can spread from person to person.
New #HNL work out today in @natureportfolio.bsky.social . 1/
Paper: d1wqtxts1xzle7.cloudfront.net/95338626/1_s...
Paper: d1wqtxts1xzle7.cloudfront.net/95338626/1_s...
What are your favourite examples when teaching students to think critically about data/figures and interpretations?
For example, Simpson's Paradox and the importance of considering important subpopulations - is brilliantly displayed in the Palmer Penguins dataset.
What are your favourite examples when teaching students to think critically about data/figures and interpretations?
For example, Simpson's Paradox and the importance of considering important subpopulations - is brilliantly displayed in the Palmer Penguins dataset.