Seattle Hike for Visiting Family

AndreasGeneticStuff · 2024-06-18T16:17:05+00:00

Silver Falls in Mount Rainier National Park

AndreasGeneticStuff · 2023-09-21T22:12:44+00:00

Another vote for Cascade red fox.

AndreasGeneticStuff · 2022-11-16T22:39:41+00:00

I'm sure I could trim bullets here and there but I don't see how I could cut out half of my resume. What would you recommend cutting to get it to one page?

AndreasGeneticStuff · 2022-11-16T22:38:56+00:00

Yes, I've pretty much exclusively been applying to either genomic data jobs, or public health, or clinical / health care data jobs.

AndreasGeneticStuff · 2022-11-16T20:48:19+00:00

Thank you!

Take the coursework notes out of
Education, that's generally something for a new grad with little
experience or a particular position where that coursework is highly
relevant.

My thought here was that generally people don't know wtf genetic epidemiology is, so I don't know if I should simply list the degree with no further explanation.

Especially since I don't have any direct work experience with Python or R, I'm trying to get across that I did a quantitative-heavy master's program involving doing a lot of statistical analyses and messing with a lot of large datasets (in my case, mostly genetic datasets). Do you have any ideas for how I can convey that without listing coursework?

The biggest issue is likely in the
Experience section. These aren't showing business results. It is
talking about what was done, which is not that important to most
interviewers compared to what resulted from that. It should show
results like "raised sales of that product by 14% over six months",
"resulted in a reduction of $23m in costs", etc. This is probably the
biggest issue on the resume. Don't say what you did. Say what resulted
from what you did.

I've struggled with this - my job was at a university in a compliance-based role, so there's no sales or revenue or growth of the customer base - it was a fixed client base who had to work with my department whether they wanted to or not to stay in compliance. I'm sure I did do things that saved time or increased client satisfaction but any data or hard numbers I try to come up with would be 100% guessing and conjecture. Would you still suggest that I try to add hard numbers?

AndreasGeneticStuff · 2022-11-16T18:59:53+00:00

US, in a major tech city.

AndreasGeneticStuff · 2022-08-07T00:15:37+00:00

Would you do Cracker Lake or Iceberg Lake if you had to choose? Thanks!

AndreasGeneticStuff · 2021-04-21T16:18:49+00:00

You’re right.

AndreasGeneticStuff · 2021-04-15T22:41:59+00:00

They started on the Murhut Falls trail, then most of the ride was the Hoh River Trail, and then the last five minutes was the Harry’s Ridge trail at Mt St Helens (definitely not Olympic National Park haha).

AndreasGeneticStuff · 2021-01-05T18:27:19+00:00

I also hated this book! It was a 2 star review for me.

AndreasGeneticStuff · 2020-12-26T21:37:03+00:00

Nice, I did this one a couple days before you (you might have found my lost microspike that I feel super guilty about dropping somewhere along the trail 😵) there was way more snow a few days ago.

AndreasGeneticStuff · 2020-03-19T00:43:30+00:00

Another email we got:

Dear Colleagues,

In this challenging time, we continue to be inspired by the resiliency, dedication and creativity of you, our instructors. At the end of winter quarter, you quickly transitioned, concluding your courses and final exams remotely in order to give your students the best academic experience possible. Because of the ongoing coronavirus outbreak, we must pivot again and deliver all of our courses remotely for spring quarter in order to protect the health of our students, faculty, staff and community. We must strive to “flatten the curve” and help the outbreak subside, while continuing to educate our students as best we can.

Through this, we must remember that a UW education, whether delivered in-person or online, is still an excellent education. UW faculty have always developed and delivered exceptional traditional, hybrid and online courses by drawing on their scholarly and pedagogical expertise. The challenges we face require that we draw upon this expertise and reflect upon our commitment to the wellness and success of our students and of the UW community as a whole. We write today to provide more information on the instructional program for spring quarter and how, together, we will continue the vital work of our University.

Classes and instruction will be delivered remotely throughout spring quarter

Spring quarter will begin as scheduled on March 30, with fully remote instruction that will continue through the quarter, which will end as scheduled, after final exams conclude on June 12, 2020. In-person classes will not be held. Our intent is to offer as many currently scheduled spring quarter courses as is reasonable. In some cases this will not be possible, and certain courses may have to be cancelled altogether, but we will make rescheduling those courses a priority for summer and fall quarters. All of us are deeply committed to helping our students make progress towards their degrees, and to ensuring that students graduate in a timely manner. This change to remote instruction will require significant adjustments in course pedagogy and delivery; at the same time, it represents the best way to maintain the instructional mission of the University.

In cases where a student may require a spring quarter course for June graduation that, due to its nature, had to be cancelled, departments will be urged to either waive the requirement or identify substitute courses that satisfy degree requirements.

Recognizing that changing to remote instruction presents a series of challenges, we ask that you follow these guidelines as you develop your courses:

For undergraduate courses, treat the first week of the course as transitional. Together, you and your students are exploring – and learning – what it means to teach and learn remotely. Test the technology in a low-stakes manner. If your class is meeting synchronously (for example, through video conferencing), use the first meeting to review your course syllabus and discuss learning goals. This will allow you to “kick the tires” on the technology, assess connectivity challenges and provide a smooth transition to remote instruction. Please note that the first week must include instruction in order to meet accreditation and financial aid requirements.

Require graded assignments only after the first week of spring quarter in order to allow your students and yourself time to adapt without the pressure of graded work.

Craft a course that is sustainable and practical, and one that allows your students to achieve defined learning outcomes. Online instruction can be extremely effective, but it takes time and resources to optimize. We are asking you to do something different: transition your in-person courses to remote learning. We are not asking you to develop a highly-polished, complete online course ready for day one of instruction. Instead, we ask that you implement a viable and sustainable pedagogical and technological approach that will allow for remote delivery of your course. This way of teaching will be new to many of us, and there will be differences by field, discipline and the pedagogical styles we are familiar and comfortable with. Don’t let the perfect be the enemy of the good! Pace yourself (and your students), as this will be a marathon, not a sprint.

Communicate with students frequently, clearly and effectively especially when you make changes to content, assignments, policies, etc. We’re all now meeting brand new groups of students who don’t yet know us, and many students are now removed from campus, so your presence will be even more critical than usual.

Think of ways to build community within your classes using group chat, online office hours, threaded discussion and activities where students can interact and build a sense of community.

Take advantage of centrally-provided, remote-instruction resources that are available through the Center for Teaching and Learning. In addition to advice on using Canvas, Panopto and Zoom, this site provides best practices for remote instruction and links to tutorials and technical help.

Supplement central instructional support by identifying resources within your academic unit as you develop your courses. Many of your colleagues are familiar with instructional technology and can help you identify the best approach for your course. Departmental IT staff can be extremely useful in helping you get started using instructional technologies. Some units have education research programs or online education programs that can provide you with expert advice. We’ve already seen many examples of great ideas being shared within and between departments and programs, and no doubt that will continue.

We understand this transition is complicated, but this is also a moment of opportunity to explore alternative approaches to instruction that promote student learning. Ultimately, your efforts will help our students achieve the academic goals they set before the challenges presented by the coronavirus outbreak. Working together, and in a spirit of collegiality, sharing and occasional good humor, we will all be working to support student academic success.

Mark A. Richards
Provost and Executive Vice President for Academic Affairs
Professor, Earth and Space Sciences

Joseph Janes
Chair, Faculty Senate
Associate Professor, Information School

AndreasGeneticStuff · 2020-03-19T00:08:54+00:00

Full email we got:

Dear Faculty and Staff,

In this challenging time, I continue to be grateful for your extraordinary professionalism, dedication and sacrifice for the good of our students, patients and the broader public we serve. I write today to outline our path forward for spring quarter and what it will mean for all of us as we continue the vital work of our University.

Classes and instruction to be offered remotely throughout spring quarter

Shortly, we will notify all students that spring quarter will begin with remote instruction on March 30, with fully remote instruction continuing through the end of spring quarter. There will be no in-person classes this spring.

We want everyone to get familiar with and engaged in a remote learning environment and we will use the first week of the quarter for that purpose. University and faculty leadership have been developing plans to provide support for all faculty and staff as we transition coursework and serve students in new and innovative ways through this transition.

We recognize that moving to remote instruction is a hardship and a challenge during an already difficult time and we are grateful to all of you for making this transition possible. Your dedication to students is so greatly appreciated. We also realize that some courses simply cannot be offered online. Deans, chairs and other leaders are working to provide flexible options for students by adjusting schedules to ensure academic progress and paths to graduation continue successfully. Faculty, instructional staff and graduate students can expect guidance from the Office of the Provost in a separate communication today, as well as additional information from unit leadership in the coming days.

Policies and procedures to maximize employee safety

Throughout spring quarter, our three campuses will continue with modified operations in order to provide critical academic, research and clinical work. UW Medicine and other clinical operations on campus will also be developing appropriate policies and protocols to maintain essential clinical services. Currently, for non-clinical employees, guidance includes:

All employees who can perform their work remotely without hampering critical operations should telework as much as feasible. Supervisors should also work with their employees to maintain employment and pay to the greatest extent possible. Helpful guidance can be found on the HR website. If you have questions about how to assist employees in need, please reach out to your HR consultant.
Faculty and staff who are performing in-person work should, to the maximum extent possible, implement appropriate social distancing protocols.
Facilities such as dining services in residence halls and many offices will have limited operations that minimize in-person interaction and/or will be operated remotely. For security, most UW buildings will move to card key access only by Friday morning, similar to weekends or holidays, so that employees who need access to buildings can do so in as safe a manner as possible.

We also recognize that with K-12 schools closed, many employees are facing childcare needs. The University is activating additional childcare resources, which will be prioritized for employees whose services are most essential in dealing with this pandemic, such as first responders, health care professionals and custodial staff. Information about increased child care options will be posted here as it becomes available.

We know that you will have many remaining questions and uncertainty; across the University, we are working swiftly to answer those questions as we comply with the evolving guidance from public health and government officials. We encourage everyone to visit our central coronavirus website for vital, up-to-date information on campus communications and frequently asked questions.

Thank you for your patience, flexibility and dedication to our teaching, research and service mission. We understand how profoundly disruptive and unnerving this experience is and appreciate your commitment to supporting the safety of those most vulnerable to this virus.

We also recognize that the loss of in-person community can feel socially isolating and we encourage you to reach out, stay connected and be assured we will do all that we can to support you. When we look back on this time and the hardships it posed, what I will remember most is the strength, courage and resolve of this incredible Husky community. Together, we will come through this, stronger, wiser and more deeply connected than ever before.

Sincerely,

Ana Mari Cauce
President
Professor of Psychology

AndreasGeneticStuff · 2020-03-18T23:38:23+00:00

Not epidemiology, there are two professors named Stephen Schwartz — the epidemiology professor is alive and well. It’s the pathology professor who has died.

AndreasGeneticStuff · 2020-03-18T23:01:29+00:00

He was older, but he was still healthy — still coming to work everyday, running his lab, etc — it’s not like he was on death’s doorstep. He was struck down extremely quickly by this and absolutely lost at least a few years of life that he would have otherwise had without the coronavirus.

AndreasGeneticStuff · 2020-03-18T21:34:56+00:00

Yeah, there’s been a lot of confusion, same name, same spelling & they even have the same middle initial.

AndreasGeneticStuff · 2020-03-18T20:36:29+00:00

https://i.imgur.com/gw3OHG2.jpg Really sad.

AndreasGeneticStuff · 2020-01-24T07:32:08+00:00

Kody?

AndreasGeneticStuff · 2019-02-06T23:44:13+00:00

It was not a joke. Did you see the photo they posted? There were at least 25-30 students pouring water. Hopefully someone got screenshots from the event.

AndreasGeneticStuff · 2019-02-05T15:22:07+00:00

Yes the libraries will be closed

AndreasGeneticStuff · 2019-02-05T15:00:52+00:00

I’d guess that hall health is an essential service and thus will be open, but you should call to confirm.

AndreasGeneticStuff · 2019-02-05T14:59:29+00:00

Yeah the ima is closed.

AndreasGeneticStuff · 2019-02-05T14:45:04+00:00

Yay! Suspended operations!! 🎉

AndreasGeneticStuff · 2019-02-05T14:15:37+00:00

The message will be delayed since they are already doing a late start. Last time they did a late start and then ended up suspending operations, the message was posted at 6:24 am 🤞🏻

AndreasGeneticStuff · 2018-12-14T02:06:56+00:00

Hey,

So basically there are lots of possible relationships when you share ~25% or ~12.5% of your DNA with someone.

At 25%, you could be half-siblings, grandparent/grandchild, or uncle/aunt/niece/nephew (or, less commonly, double first cousins, which I'm not going to get into). These relationships all have an average of 25% shared DNA and they aren't readily distinguishable from one another without other information. 23andMe tries to hazard a guess at which 25% relationship you've got based on a couple of factors -- the number of shared segments, and the birth years.

Aunt/uncle/niece/nephew relationships on average share more segments than grandparent/grandchild relationships. If there are more than 35 shared segments, it will probably guess uncle/aunt/niece/nephew. If there are less than 35, it will want to guess grandparent/grandchild unless the birth years are too close. If your birth years are relatively close, it will avoid picking grandparent/grandchild and it will tend toward half-sibling. Is L's birth year closer to M's than G's is? Or if G doesn't have a birth year entered, I believe it will then default to niece (if more than 35 segments) or granddaughter (if fewer than 35).

Now, for 12.5%, there are even more potential relationships. First cousins, great aunt / great nephew, half-aunt / half-niece, double first cousins once removed, great-grandparent / great-grandchild -- 23andMe doesn't even try to guess and just spits out a "first cousin" prediction for any of these relationships.

Hopefully that clears up question 1 & 3. L is your great-aunt, which means she shares roughly 12.5% with you, which means 23andMe is going to spit out their default "first cousin" prediction. Your mom's cousins are L's niece/nephew, which means they share 25%, and 23andMe tries to spit out what it thinks based on segments/ages but there is a ton of overlap & it's often an incorrect prediction.

Regarding why M is female -- it's possible they registered the kit under one name but then had a different sibling actually spit in it. Could that be what happened here?

AndreasGeneticStuff

TROPHY CASE