[Review of] Fred McTaggart. Wolf That I Am: In Search of the Red Earth People

Fred McTaggart\u27s engaging narrative Wolf That I Am: In Search of the Red Earth People is as much a personalized story of self discovery as it is a discussion of surviving Mesquakie folklore. In the early 1970s, as a graduate student at the University of Iowa, McTaggart set out to gather and to analyze the folk stories told among Mesquakies, known historically to the non-Indian world as the combined Indian tribes of the Sac and Fox. Today the main body of this Native American group resides on a tribally-owned settlement (decidely [decidedly] not a government-controlled reservation as mentioned in the foreword) located along the Iowa River in east central Iowa

[Review of] Frederick J. Dockstader. The Kachina and the White Man: The Influences of White Culture on the Hopi Kachina Cult

To the delight of scholars of Native American studies and all other readers with even a passing interest in traditional Puebloan cultures of the American Southwest, Frederick Dockstader\u27 s classic study, The Kachina and the White Man, now has been published in a revised and expanded version. This historical narrative of Hopi life, using spirit beings known as kachinas as its central focus, traces the changes and adaptations the Hopi have made in response to pressures placed upon that Indian culture by the seemingly -- inevitable contact with white society. In addition, the author describes in infinite detail the ceremonialism, costuming, masks, and other paraphernalia associated with the colorful Kachina dance rituals, and also discusses the Kachina dolls -- so popular among non-Indian art collectors and museum curators -- and places these figurines in proper cultural perspective, explaining their use in both educating and constantly reminding Hopi children of the religious beings and the appropriate behavior they represent

Engaging Students in the Research Process: Comparing Approaches Used with Diverse Learners in Two Urban High School Classrooms

This paper describes instructional choices used by two high school teachers to engage students in the research process. Working with diverse learners in large urban high schools, the teachers used different approaches to support students’ through the research process. The teachers’ intentional teaching helped to engage students through structured and semi-structured explorations of real-world issues

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