The offline format of the organization of the Great Mathematical Workshop has an undoubted advantage of high work efficiency. We are pleasantly surprised that only a few left the projects without waiting for their completion. At the Workshop, the work is really very intense, and the atmosphere of being on campus all together was conducive to active interaction both within the project and within the stream. And indeed the entire Workshop!
The workshop is an excellent platform wh ere you can test your idea in a short period of time and create a reserve for further cooperation.
I participated in the project "Oncology tools: how data analysis helps in the search for oncogenes." This is a project fr om the now popular field — bioinformatics. We had a dataset of 105 experiments: for each sample, we had genome sequences and the result of an experiment on colorectal cancer. The task was to determine the presence of an oncological disease in a patient by the presence of a chemical change in DNA. The first week we were engaged in the preparation of biological data: we aligned the genome, mastered the Bismark and PySam bioinformatic utilities, and understood the process of genome sequencing together with the customer. During the second module, we already worked with machine learning algorithms. For the Workshop, we learned to separate patients with cancer. We checked our results in the genome browser and, indeed, some of the proposed intervals were associated with colorectal cancer. But this is only a small step towards solving the problem.
The workshop was conceived and actually turned out to be a platform wh ere people with different backgrounds communicate: in terms of expertise, education, work experience, and even, it turns out, age. And, what is even more important, the communication is very productive. Thus, the team of the "Teaching Mathematics" project was able not only to design an educational intensive, but also to conduct it with real schoolchildren-participants. Moreover, it was possible to analyze the feedback in dynamics and adjust the developments. I hope that next year we will be able to involve more schoolchildren and teachers in the development of current projects