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BIOINFORMATICS
ALGORITHMS
BIOINFORMATICS
ALGORITHMS
Techniques and Applications
Edited by
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Wiley also publishes its books in a variety of electronic formats. Some content that appears in print,
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Library of Congress Cataloging-in-Publication Data:
Bioinformatics algorithms : techniques and applications / edited by Ion I.
Mandoiu and Alexander Zelikovsky.
p. cm.
ISBN 978-0-470-09773-1 (cloth)
1. Bioinformatics. 2. Algorithms. I. Mandoiu, Ion. II. Zelikovsky,
Alexander.
QH324.2B5472 2008
572.80285–dc22
2007034307
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1
CONTENTS
Preface ix
Contributors xi
PART I TECHNIQUES 7
v
vi CONTENTS
Index 493
PREFACE
the role that algorithms should play in 21st century bioinformatics education. The
remaining 20 chapters are grouped into the following five parts:
We are grateful to all the authors for their excellent contributions, without which
this book would not have been possible. We hope that their deep insights and fresh
enthusiasm will help attracting new generations of researchers to this dynamic field.
We would also like to thank series editors Yi Pan and Albert Y. Zomaya for nurturing
this project since its inception, and the editorial staff at Wiley Interscience for their
patience and assistance throughout the project. Finally, we wish to thank our friends
and families for their continuous support.
Steven Hecht Orzack, Fresh Pond Research Institute, Cambridge, MA, USA
Pavel Pevzner, Department of Computer Science and Engineering, University of
California, San Diego, CA, USA
Teresa M. Przytycka, National Center for Biotechnology Information, National Li-
brary of Medicine, National Institutes of Health, Bethesda, MD, USA
Saumyadipta Pyne, The Broad Institute of MIT and Harvard, Cambridge, MA, USA
Sven Rahmann, Bioinformatics for High-Throughput Technologies, Department of
Computer Science 11, Technical University of Dortmund, Dortmund, Germany
Sanguthevar Rajasekaran, Department of Computer Science and Engineering,
University of Connecticut, Storrs, Connecticut, USA
Pasi Rastas, Department of Computer Science and HIIT Basic Research Unit, Uni-
versity of Helsinki, Finland
Alexander C. Russell, Department of Computer Science and Engineering, Univer-
sity of Connecticut, Storrs, Connecticut, USA
Yi Shi, Department of Computing Science, University of Alberta, Edmonton, Al-
berta, Canada
Alexander A. Shvartsman, Department of Computer Science and Engineering, Uni-
versity of Connecticut, Storrs, Connecticut, USA
Steve Skiena, Department of Computer Science, Stony Brook University, Stony
Brook, NY, USA
Lakshman Subrahmanyan, University of Massachusetts Medical School,
Worcester, MA, USA
Sing-Hoi Sze, Departments of Computer Science and of Biochemistry and Bio-
physics, Texas A&M University, College Station, Texas, USA
Haixu Tang, School of Informatics and Center for Genomic and Bioinformatics,
Indiana University, Bloomington, IN, USA
Esko Ukkonen, Department of Computer Science and HIIT Basic Research Unit,
University of Helsinki, Finland
Tomáš Vinař, Department of Biological Statistics and Computational Biology,
Cornell University, Ithaca, NY, USA
Patra Volarath, Department of Computer Science, Georgia State University,
Atlanta, GA, USA
Hao Wang, Department of Computer Science, Georgia State University, Atlanta,
GA, USA
Yuzhen Ye, The Burnham Institute for Medical Research, San Diego, CA, USA
xiv CONTRIBUTORS
For many years algorithms were taught exclusively to computer scientists, with
relatively few students from other disciplines attending algorithm courses. A biology
student in an algorithm class would be a surprising and unlikely (though not entirely
unwelcome) guest in the 1990s. Things have changed; some biology students now
take some sort of Algorithms 101. At the same time, curious computer science
students often take Genetics 101.
Here comes an important question of how to teach bioinformatics in the 21st
century. Will we teach bioinformatics to future biology students as a collection of
cookbook-style recipes or as a computational science that first explain ideas and
builds on applications afterward? This is particularly important at the time when
bioinformatics courses may soon become required for all graduate biology students
in leading universities. Not to mention that some universities have already started
undergraduate bioinformatics programs, and discussions are underway about adding
new computational courses to the standard undergraduate biology curriculum—a
dramatic paradigm shift in biology education.
1 Reprinted from Bioinformatics 20:2159–2161 (2004) with the permission of Oxford University Press.
1
2 EDUCATING BIOLOGISTS IN THE 21ST CENTURY
If Alice moves the king diagonally, I will move him diagonally and win. If Alice moves
the king to the left, I will move him to the left as well. As a result, Alice’s only choice
will be to move the king up. Afterward, I will move the king up again and will win the
game. The case when Alice moves the king up is symmetric.
Inspired by this analysis Bob makes a leap of faith: the second player (i.e., himself)
wins in any n × n game. Of course, every hypothesis must be confirmed by experi-
ment, so Bob plays a few rounds with Alice. He tries to come up with a simple recipe
for the 3 × 3 game, but there are already a large number of different game sequences
to consider. There is simply no hope of writing a recipe for the 8 × 8 game since the
number of different strategies Alice can take is enormous.
Meanwhile, Alice does not lose hope of finding a winning strategy for the 3 × 3
game. Moreover, she understands that recipes written in the cookbook style that Bob
uses will not help very much: recipe-style instructions are not a sufficiently expressive
language for describing algorithms. Instead, she begins by drawing the following table
that is filled by the symbols ↑, ←, , and ∗. The entry in position (i, j) (that is, the ith
row and the jth column) describes the move that Alice will make in the i × j game.
A ← indicates that she should move the king to the left. A ↑ indicates that she should
move the king up. A indicates that she should move the king diagonally, and ∗
Exploring the Variety of Random
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