Paired-End Mappability of Transposable Elements in the Human Genome

Though transposable elements make up around half of the human genome, the repetitive nature of their sequences makes it difficult to accurately align conventional sequencing reads. However, in light of new advances in sequencing technology, such as increased read length and paired-end libraries, these repetitive regions are now becoming easier to align to. This study investigates the mappability of transposable elements with 50 bp, 76 bp and 100 bp paired-end read libraries. With respect to those read lengths and allowing for 3 mismatches during alignment, over 68, 85, and 88% of all transposable elements in the RepeatMasker database are uniquely mappable, suggesting that accurate locus-specific mapping of older transposable elements is well within reach

Using Primo Search Logs to Improve User Services

Citation: Coleman, Jason & Greene, Mira. (2016). Using Primo Search Logs to Improve User Services. Education and Behavioral Sciences Section, Research Committee Poster Forum, American Library Association Annual Conference, Orlando, FL.Using search logs to customize Primo responses to user needs, Greene and Coleman discovered patterns of information seeking which lent itself to configurations to help with the discovery experience, make customizations that could possibly improve the user experience, and measure the impact of the customization.  In this will include discussion and conclusions drawn about the first customization which is meant to improve requests for interlibrary loan

Embracing our (non-scholarly) identities: The benefits of combining engagement with moral activism.

The characteristics and lack of boundaries in social media present clear opportunities for scholars to engage communities in analytical dialogue. Many scholars feel pressed to remain morally neutral, so it can feel risky to engage in such commentary. But Brent E. Sasley and Mira Sucharov find there may actually be intellectual and social justice benefits to exploring insider identities and connecting engagement with moral activism

Students of Color and Public Montessori Schools: A Review of the Literature

Students of color comprise a majority in public Montessori school enrollments around the United States, and practitioners are often asked for evidence of the Montessori Method’s benefits for these students. This article examines the relevant literature related to the experiences of students of color in public Montessori schools. Research finds Montessori education offers both opportunities and limitations for students of color in attending diverse schools, developing executive functions, achieving academically, accessing early childhood education and culturally responsive education, minimizing racially disproportionate discipline, and limiting overidentification for special education. Public Montessori education’s efficacy with students of color may be limited by several factors: the lack of diversity of the teaching staff and culturally responsive teacher education, schools that struggle to maintain racially diverse enrollments, and the challenge of communicating Montessori’s benefits to families with alternative views of education. The review concludes with directions for future research