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

Life in Isolation: Black Families Living in a Predominantly White Community.

This is a descriptive study of ten intact Black middle-class families with school-age children living in a predominantly white community in California. Because of the lack of existing literature about this particular segment of the Black population, this study is exploratory in nature. Geographically removed from traditional Black support systems such as extended family and informal community support networks, such issues as how the families perceive and respond to their social environment and whether they are able to maintain a sense of family and racial identity for their children are considered. Using a non-r and om sample, the method combined the use of a questionnaire and open-ended individual interviews with all household members at least six years of age. Interview data was analyzed thematically. Results show the parents, most of whom grew up in the South, share traditional Afro-American values in their emphasis on the importance of children, respect for elders, family unity and mutual support, egalitarian sex-role relationships, and the need for education. But, most have not maintained their ties to Black churches. Extended family ties have been maintained long-distance, but typically children have limited contact with extended family members, and may have limited knowledge of oral family history. The impact of exposure to racism without the buffer of extended family or a Black community on developing racial identity is unclear, and is an area for further investigation. Parents differed in the degree of their concern for their children's developing "Blackness", perhaps reflecting "race-conscious" vs. "class-conscious" family frames. Families had little involvement with civic organizations and made little or no use of formal community support systems, relying heavily on family members for support. This study demonstrates the need for longitudinal studies of the psychological adjustment of Black children in this social context, particularly in terms of their ethnic group identification. It also indicates the need for clinicians to recognize the environmental stress of racism even for "successful" Black families.Ph.D.Social psychologyBlack studiesUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/160229/1/8422337.pd

Together <i>and</i> Alone? The Challenge of Talking about Racism on Campus

Higher education institutions are among the few places where people of different racial, cultural, and socioeconomic backgrounds can engage with each other in more than just a superficial way, providing students a unique opportunity to develop the skills needed to function effectively in a diverse, increasingly global world. Whether students develop this capacity will depend in large part on whether the institution they attend has provided structures for those critical learning experiences to take place. But what form should such learning experiences take? This essay argues that positive cross-racial engagement may require both structured intergroup dialogue and intragroup dialogue opportunities to support the learning needs of both White students and students of color in the context of predominantly White institutions. </jats:p

Why are All the Black Kids Sitting Together in the Cafeteria? : and Other Conversations About Race

Dr. Beverly Daniel Tatum is a psychologist, administrator, and educator who has conducted research and written books on the topic of race, focusing specifically on race in education, racial identity development in teenagers, and assimilation of black families and youth in white neighborhoods. Tatum served from 2002 to 2015 as the ninth president of Spelman College, the oldest historically black women’s college in the United States. Tatum’s important book Why Do All the Black Kids Sit Together in the Cafeteria is being re-released for its 20th anniversary this fall

Assimilation Blues: Black Families in a White Community, 1980-1981

The purpose of this exploratory study was to examine the lives of middle-class black families living in predominantly white communities to generate questions and hypotheses for further research. The sample consists of 10 families, including 10 married couples and 15 of their children. A total of 35 participants took part in interviews which explored the degree to which respondents maintained contact with members of their extended families living elsewhere, sources of support within the community, experiences of racism and other stressors, biculturalism, and socialization of children. Interviews also included questions about income, education, employment opportunities and work history, and religious practices. The Murray Research Archive has transcripts for 34 of the interviews and questionnaires from 17 of the parents