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Recent advances in next generation sequencing have greatly enhanced the scope and speed of genomic cancer research. Apart from merely listing identified mutations from cancer genomes sequencing, this review will summarize some insights specifically focusing on the biology of allele generating cancer driver mutations and clonal patterns during tumor evolution. Studies using massively parallel sequencing of primary tumor samples and cancer cell lines have identified neomorphic alleles and other recurrent mutations in proteins involved in chromatin modification and in the regulation of transcription and translation. Further studies with deep sequencing of matched primary and metastatic tumors have also started to characterize distinct patterns of tumor clonal evolution. The development of single cell sequencing is expected to help further elucidate tumor clonality and aid the translation of these discoveries into diagnostic and therapeutic applications. [Copyright &y& Elsevier]

Research has shown that interest in knowledge facilitates students' academic achievement in learning. Because individual interest is often based on how much one knows, in other words existing or prior knowledge, studying adolescents' interest in health-enhancing physical activity and its benefits should address the relation between the interest and their existing or prior physical activity knowledge. Understanding this relationship may help us facilitate students to not only develop interest in knowing more about but also actual adopt a healthy, active lifestyle. This study used a large-sample structural equation design to identify the relationship between middle school students' interest in physical activity knowledge and their prior physical activity knowledge, and to assess the change of this relationship over time. Guided by the declarative-procedural knowledge framework, latent growth models were developed and tested on data collected from a random sample of 3882 students from ten middle schools. The latent growth curve model indicated that, 1) on average, students experienced a significant interest decline in both procedural and declarative knowledge; 2) prior knowledge helped slow the decline and facilitated interest growth in knowledgeable students. The results suggest that existing knowledge determined the interest change. [ABSTRACT FROM AUTHOR]