Search

The Gene Ontology Consortium (GOC) provides the most comprehensive resource currently available for computable knowledge regarding the functions of genes and gene products. Here, we report the advances of the consortium over the past two years. The new GO-CAM annotation framework was notably improved, and we formalized the model with a computational schema to check and validate the rapidly increasing repository of 2838 GO-CAMs. In addition, we describe the impacts of several collaborations to refine GO and report a 10% increase in the number of GO annotations, a 25% increase in annotated gene products, and over 9,400 new scientific articles annotated. As the project matures, we continue our efforts to review older annotations in light of newer findings, and, to maintain consistency with other ontologies. As a result, 20 000 annotations derived from experimental data were reviewed, corresponding to 2.5% of experimental GO annotations. The website (http://geneontology.org) was redesigned for quick access to documentation, downloads and tools. To maintain an accurate resource and support traceability and reproducibility, we have made available a historical archive covering the past 15 years of GO data with a consistent format and file structure for both the ontology and annotations.

This article highlights how undergraduate students implemented inquiry-based learning strategies to learn how nonprofit organizations utilize volunteers. In inquiry-based learning, students begin with a problem or question with some degree of focus or structure provided by the professor. The student inquiry showcased in this article was based on a questionnaire used in an interview with the chief executive officer of a local nonprofit organization. The data collected by students participating in the inquiry-based project contribute to a study that may be used to guide student learning outcomes as they prepare for careers in the nonprofit sector. Inquiry-based learning is a useful approach to focus student learning outcomes and engage students in authentic, active research. (Contains 3 tables.)

This study was conducted to explore the motives and experiences of founders of community based nonprofit organizations. The information collected in this study will be useful to extension leadership educators as they work with the leaders in developing and sustaining these organizations that address needs unmet by government or other organizations. The results show these founders have strong motivation influenced by early experiences. They were confident and were able to handle both obstacles and opportunities. They clearly perceived themselves as leaders. The findings of this study will be used to develop a more comprehensive profile of community leaders that start community based nonprofit organizations. Extension leadership educators have an opportunity and a challenge to work with these emerging leaders.

The leaders of two local and regional organizations, Cooperative Extension Service (CES) and Workforce Development Board (WDB), were surveyed to determine their perceptions of the leadership skills of each other as an indicator of the social capital within the community. Results showed the majority of both groups did not know if their counterparts possessed basic leadership abilities that included communication skills, task and maintenance skills, conflict management, etc. However, neither group gave the other low ratings on any of the skills. The implications of these findings are that there is little interaction between these two groups on local and regional projects and programs. This suggests the social capital that results when local leaders interact and influence other parts of the community is not being realized and thus is not utilized for local and regional initiatives to the extent that it could be.

A developmental project attempted to link an educational leadership organization in Florida and selected women's organizations in Ecuador. The three-year project consisted of (1) needs identification, (2) organizational response, (3) organizational linkage, (4) program expansion, and (5) assessment of outcomes. Results indicate the importance of involving learners in planning, implementation, and evaluation. (CH)

The author describes the socializing process of role modeling and the different experiences of males and females. She defines and analyzes the mentor relationship and its impact on career development, presenting a model of career stages. The lack of mentor relationships for women and possible solutions are also discussed. (Author/ SK)

The authors present a method for translating assessed needs into goals and objectives for program development and evaluation. The outline of a six-step process is followed by specific suggestions for the use of an adult basic education advisory committee to carry out the procedure. (Author/SK)