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The subphylum Saccharomycotina is a lineage in the fungal phylum Ascomycota that exhibits levels of genomic diversity similar to those of plants and animals. The Saccharomycotina consist of more than 1 200 known species currently divided into 16 families, one order, and one class. Species in this subphylum are ecologically and metabolically diverse and include important opportunistic human pathogens, as well as species important in biotechnological applications. Many traits of biotechnological interest are found in closely related species and often restricted to single phylogenetic clades. However, the biotechnological potential of most yeast species remains unexplored. Although the subphylum Saccharomycotina has much higher rates of genome sequence evolution than its sister subphylum, Pezizomycotina , it contains only one class compared to the 16 classes in Pezizomycotina . The third subphylum of Ascomycota , the Taphrinomycotina , consists of six classes and has approximately 10 times fewer species than the Saccharomycotina . These data indicate that the current classification of all these yeasts into a single class and a single order is an underappreciation of their diversity. Our previous genome-scale phylogenetic analyses showed that the Saccharomycotina contains 12 major and robustly supported phylogenetic clades; seven of these are current families ( Lipomycetaceae , Trigonopsidaceae , Alloascoideaceae , Pichiaceae , Phaffomycetaceae , Saccharomycodaceae , and Saccharomycetaceae ), one comprises two current families ( Dipodascaceae and Trichomonascaceae ), one represents the genus Sporopachydermia , and three represent lineages that differ in their translation of the CUG codon (CUG-Ala, CUG-Ser1, and CUG-Ser2). Using these analyses in combination with relative evolutionary divergence and genome content analyses, we propose an updated classification for the Saccharomycotina , including seven classes and 12 orders that can be diagnosed by genome content. This updated classification is consistent with the high levels of genomic diversity within this subphylum and is necessary to make the higher rank classification of the Saccharomycotina more comparable to that of other fungi, as well as to communicate efficiently on lineages that are not yet formally named. 

Over the last three years, we have worked in a research practice partnership (RPP) between a research non-profit and three school districts to establish system-wide K-12 pathways that support equitable participation in computational thinking (CT) that is consistent across classrooms, cumulative from year to year, and competency-based. Reflecting on the work done over the last three years, we have identified tensions related to ambition and specificity within our RPP and the development, implementation, and spread of inclusive computing pathways. Ambitions can waver between grandiose upheaval in curriculum and classes and the identification of CT solely in what is already happening. While it is relatively easy to adopt and spread programs that propose modest change, these programs are not necessarily worth an investment nor do they produce CT skills in alignment with the district's overall vision. Similarly, the specificity in which computational thinking is operationalized can teeter between prescriptive lesson plans and broadly-stated curricular standards. Vague initiatives are difficult to implement, but teachers are also resistant to overly prescriptive programs. In this paper, we explore these tensions balancing ambition and specificity using examples from our partner districts. Drawing on our experiences co-designing the inclusive computing pathways as well as interviews with and open-ended questionnaire responses from our district partners, we discuss implications related to these issues and the ongoing tensions around ambition and specificity that need to be considered and overcome in terms of meeting the national call to develop more inclusive computing pathways for schools and districts. 

Abstract: We used design-based research to investigate an extended professional learning experience to prepare teachers to embed computational thinking in elementary science. Opportunities to interact synchronously in a community of practice - including through in person engagement in embodied challenges, discussion, and resource sharing, appeared to productively support teacher preparedness to embed CT in their science teaching. However, asynchronous collaboration via an online platform was less effective. We describe planned adjustments for future iterations of the program. 

Collections of micro-organisms are a crucial element of life science research infrastructure but are vulnerable to loss and damage caused by natural or man-made disasters, the untimely death or retirement of personnel, or the loss of research funding. Preservation of biological collections has risen in priority due to a new appreciation for discoveries linked to preserved specimens, emerging hurdles to international collecting and decreased funding for new collecting. While many historic collections have been lost, several have been preserved, some with dramatic rescue stories. Rescued microbes have been used for discoveries in areas of health, biotechnology and basic life science. Suggestions for long-term planning for microbial stocks are listed, as well as inducements for long-term preservation.