Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead

Culturally Responsive Leadership:How Principals Employ Culturally Responsive Leadership to Shape the School Experiences of Marginalized Students

This qualitative study research examines how 2 elementary principals in Ontario schools employ culturally responsive leadership (CRL) to shape the school experiences of marginalized students. In particular, it explores the strategies 2 principals use to enact this approach to leadership, the barriers and resistance they face that impede their social justice agenda, the supports that facilitate their work in schools, and the impact CRL has on various stakeholders. This study employed semi-structured interviews with open-ended questions guided by the conceptual framework derived from the literature review around culturally responsive pedagogy, culturally responsive leadership, social justice leadership, and educational leadership. Five teachers from each school were also interviewed in order to capture their insights as to how their principalâ s culturally responsive leadership practices impacted their teaching and understanding of cultural responsiveness. The findings in the study show that principal participants foster a cultural responsive culture, promote culturally responsive pedagogy, create a welcoming climate in their school and build authentic relationships with all stakeholders, to move their social justice agenda forward. They also advocate passionately on behalf of their community to access resources to benefit students and families in the school community. These administrators also endeavor to change unjust structures that serve to perpetuate inequity and deter students from reaching high academic standards. In doing so, these leaders encounter formidable resistance and obstacles, despite which they continue to respond to the needs of their community in order to create socially just and equitable schools.Ed.D

Deepening Inclusive and Community-Engaged Education in Three Schools: A Teachers' Resource

In 2009 the Toronto District School Board (TDSB) initiated the Inclusive Schools three-year pilot project with the intent to engage teachers, teacher educators, students, parents, staff, and administrators in investigating and developing effective inclusive curriculum and instructional practices that could be implemented in classrooms and school-wide. In addition, the project aimed to identify practices and factors that contribute to improved student engagement and learning and that strengthen community connections. Over a three-year period, three TDSB elementary schools - Carleton Village Public School, Flemington Public School, and Grey Owl Junior Public School - carried out 19 school-based inquiries. School-based inquiries were grounded in a professional learning process that emphasized inquiry, partnership, collaboration, action and reflection, and professional choice and responsibility. Participants had different understandings and experiences, which they brought to their particular investigations. This teachers’ resource contains reports on school-based inquiries into effective inclusive curriculum practices. It is intended for teachers who are considering the integration of inclusive approaches in their day-to-day work in schools. As such, the purpose of this resource is to contribute toward understanding how to support student learning and ongoing teacher education in ways that are responsive to today’s educational context