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

A Description of Gifted Elementary Services in Georgia Schools

This descriptive study focused on the gifted service delivery models used in elementary schools in the state of Georgia, the way the models were implemented, the focus of instruction within the service delivery models, and baseline demographic information about the school districts serving elementary gifted students. A questionnaire was sent to all gifted coordinators within the state to develop a baseline description of elementary gifted services. The study found that there were many variations of delivery models being used by school districts. The major delivery model being used was the Resource or Pullout Model. The primary focus of instruction was enrichment or enrichment with a content base, which was state approved. However, the research confirmed the used of Advanced Content as the focus of instruction, which was not state approved. Comments from participating gifted coordinators supported the inconsistencies, strengthened the study, and provided insight into future plans for expanding or improving the gifted programs in the state of Georgia

Building Situated Case-based Knowledge of the Supervision of Student Teaching by Facilitating Weblog

The purpose of this paper is to present a project designed to build situated case-based knowledge in context of the supervision of student teaching by the facilitation of weblog. We believed that the features of weblog enable us to represent conceptual, strategic case knowledge, and socially shared identities and beliefs (Kim & Hannafin, 2008), built by university supervisors in the form of narratives (stories) in weblog space. Furthermore, this paper reports findings from initial implementation of technology infusion into the forum of supervision in teacher education in purpose of creating a community of practice (Wenger, 2008) to improve the performance as university supervisors