Growth and Development of the Present Division of Technology at Utah State Agricultural College

This thesis traces the growth and development of the Division of Technology at the Utah State Agricultural College from 1890, when the first mechanic arts classes were taught as part of the offering in Mechanical Engineering, to the present, covering as thoroughly as possible from the source material available, the chain of events out of which the present expansive and complex program has evolved. The intention here is not merely to itemize the steps in this development, but wherever possible to investigate the influences involved; also, to give some attention to the industrial, education, and war-time needs that have created a demand for competently trained industrial personnel--needs which have been met by a constantly expanding educational and training program. Since no comprehensive data are available on the development of what has now become a major division of the college, and since the nee for such information will be felt by anyone making a future study of the growth of the division, it is hoped that this thesis will be useful. Thus, an intent of secondary importance is that the data made available here will prove useful to even more comprehensive studies. It is also hoped that the study may have some human interest as a sidelight on the history of the college. Because the development of the industrial work at the college has been such a concrete symbol of the growth of the institution as a whole, and because the work shows so well the constant effort made over the years to keep the offerings of the school on as pragmatic a basis as possible, the author has felt that rather complete and accurate record of this progress should be made. One of the principle reasons for writing this thesis has been to give a comprehensive survey of the illuminating growth of the industrial work and its contribution to the educational offering of the college. It is hoped that the planning of the future course of the Division of Technology will be aided by a closer understanding of what has been accomplished in the past. It appears obvious to the author that such an understanding will also make the importance of the work that has been done readily apparent to anyone. A branch of education that has expanded so rapidly, often ingeniously, to keep pace with the needs of our modern industrial period readily justifies the recording of its own history. Finally, such a record can hardly fail to be an inspiration to anyone connected with the work or to anyone with an appreciation for demonstrable values and accomplishments

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