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The compressive sensing (CS) framework aims to ease the burden on analog-to-digital converters (ADCs) by exploiting inherent structure in natural and man-made signals. It has been demon-strated that structured signals can be acquired with just a small number of linear measurements, on the order of the signal complexity. In practice, this enables lower sampling rates that can be more easily achieved by current hardware designs. The primary bottleneck that limits ADC sam-pling rates is quantization, i.e., higher bit-depths impose lower sampling rates. Thus, the decreased sampling rates of CS ADCs accommodate the otherwise limiting quantizer of conventional ADCs. In this thesis, we consider a different approach to CS ADC by shifting towards lower quantizer bit-depths rather than lower sampling rates. We explore the extreme case where each measurement is quantized to just one bit, representing its sign. We develop a new theoretical framework to analyze this extreme case and develop new algorithms for signal reconstruction from such coarsely quantized measurements. The 1-bit CS framework leads us to scenarios where it may be more appropriate to reduce bit-depth instead of sampling rate. We find that there exist two distinct regimes of operation that correspond to high/low signal-to-noise ratio (SNR). In the measurement

Abstract: Online learning initia-tives over the past decade have become increasingly comprehen-sive in their selection of courses and sophisticated in their presen-tation, culminating in the recent announcement of a number of consortium and startup activities that promise to make a university education on the internet, free of charge, a real possibility. At this pivotal moment it is appropriate to explore the potential for obtaining comprehensive bioinformatics training with currently existing free video resources. This article pre-sents such a bioinformatics curric-ulum in the form of a virtual course catalog, together with editorial commentary, and an assessment of strengths, weaknesses, and likely future directions for open online learning in this field. Online Learning Comes of Age Online academic ‘‘courseware’ ’ at the university level has now been available to the public for a decade, the earliest concerted effort having originated in 2002 with the Massachusetts Institute of Technology (MIT) and their OpenCour-seWare initiative