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Abstract To understand genome evolution in a group of microbes, we need to know the timing of events such as duplications, deletions and horizontal transfers. A common approach is to perform a gene-tree / species-tree reconciliation. While a number of software packages perform this type of analysis, none are geared toward a complete reconstruction for all families in an entire clade. Here we describe an update to the xenoGI software package which allows users to perform such an analysis using the newly developed DTLOR (duplication-transfer-loss-origin-rearrangement) reconciliation model starting from genome sequences as input. 

BackgroundAnalyses of microbial evolution often use reconciliation methods. However, the standard duplication-transfer-loss (DTL) model does not account for the fact that species trees are often not fully sampled and thus, from the perspective of reconciliation, a gene family may enter the species tree from the outside. Moreover, within the genome, genes are often rearranged, causing them to move to new syntenic regions. ResultsWe extend the DTL model to account for two events that commonly arise in the evolution of microbes:originof a gene from outside the sampled species tree andrearrangementof gene syntenic regions. We describe an efficient algorithm for maximum parsimony reconciliation in this new DTLOR model and then show how it can be extended to account for non-binary gene trees to handle uncertainty in gene tree topologies. Finally, we describe preliminary experimental results from the integration of our algorithm into the existing xenoGI tool for reconstructing the histories of genomic islands in closely related bacteria. ConclusionsReconciliation in the DTLOR model can offer new insights into the evolution of microbes that is not currently possible under the DTL model. 

For a decade, our institution has offered both a biology-based CS1 (CS1-B) and a traditional, breadth-based CS1. This project follows the paths of students in both courses -- tracking their subsequent interests (what courses do the two groups choose afterwards') and their grades in those courses. Within the biology-based cohort, we also contrast the futures of the students who chose a biology-themed introduction with the group who expressed no preference or requested the breadth-based approach. Even when student preference was not accommodated, equitable downstream performance results hold. We discuss the implications of these results, including the possibility that, like introductory writing, introductory computing is a professional literacy in which many disciplines have a stake.