St(+)-Ipalbidine. [a]~+-.54.1° (c= 1, ethanol) as hydrobromide, was synthesized from natural (Stproline with retention of configuration. The hldrobromide of the synthetic product was identical in all respects with that of the OptiC3lly active natural ipalbidine isolated from the Chinese species Tpomoea fiordwickii Hemsl.Hua Tuo Dou (follow the name of an ancient famous Chinese surg-.on Hua Tuo) are the seeds of Ipomoea hardwickii Hemsl, and have been used in the folk medicine of South China as an analgesic for years, It was interesting that the ipalbidine(1)' isolated therefrom appeared optically active, in contrast to the racemic form from ljmmmz species indigenous to other parts of the world.2h So far, (itipalbidine has been synthesized -by six groups' and resolved to (ftipalbidine, which was used furthsr for the synthesis of naturally occurring (+)-ipalbine (21.93We haw synthesized (Sj(+)-ipaltidine from the optically active natural (S)-proline 3 by reaction illustrated in Scheme 1 with retention of configuration. Scheme 1H 3

We have analyzed gene expression in various brain regions of humans and chimpanzees. Within both human and chimpanzee individuals, the transcriptomes of the cerebral cortex are very similar to each other and differ more between individuals than among regions within an individual. In contrast, the transcriptomes of the cerebral cortex, the caudate nucleus, and the cerebellum differ substantially from each other. Between humans and chimpanzees, 10% of genes differ in their expression in at least one region of the brain. The majority of these expression differences are shared among all brain regions. Whereas genes encoding proteins involved in signal transduction and cell differentiation differ significantly between brain regions within individuals, no such pattern is seen between the species. However, a subset of genes that show expression differences between humans and chimpanzees are distributed nonrandomly across the genome. Furthermore, genes that show an elevated expression level in humans are statistically significantly enriched in regions that are recently duplicated in humans.

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Background: Genome-wide expression, sequence and association studies typically yield large sets of gene candidates, which must then be further analysed and interpreted. Information about these genes is increasingly being captured and organized in ontologies, such as the Gene Ontology. Relationships between the gene sets identified by experimental methods and biological knowledge can be made explicit and used in the interpretation of results. However, it is often difficult to assess the statistical significance of such analyses since many inter-dependent categories are tested simultaneously.

The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current educational reforms, such as Common Core and Next Generation Science Standards and provide specific means that would allow teachers to embed these ideas in their K-12 classrooms, including recommendations for instructional technologists and professional development experts for infusing computational thinking into other subjects. In conclusion, we suggest that computational thinking ideas outlined in this paper are key to moving students from merely being technology-literate to using computational tools to solve problems.

key insights ˽ Few teacher-education programs focus on training pre-service teachers to incorporate computational thinking into K-12 classrooms. ˽ Redesign of courses on educational technology and methods is critical to developing pre-service teacher competencies in computational thinking. ˽ Education and computer science faculty should work collaboratively, using their complementary expertise in computing and teacher development. 56

Increasing women's participation in computer science is a critical workforce and equity concern. The technology industry has committed to reversing negative trends for women in computer science as well as engineering and information technology "computing" fields. Building on previously published research, this paper identifies factors that influence young women's decisions to pursue computer science-related degrees and the ways in which these factors differ for young men. It is based on a survey of 1,739 high school students and recent college graduates. Results identified encouragement and exposure as the leading factors influencing this critical choice for women, while the influence of these factors is different for men. In particular, the influence of family is found to play a critical role in encouragement and exposure, and outreach efforts should focus on ways to engage parents.

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