Fibrodysplasia ossificans progressiva (FOP) is a rare autosomal dominant disorder of connective tissue characterized by congenital malformation of the great toes and by progressive heterotopic ossification of the soft tissues in specific anatomic and temporal patterns. We observed classic findings of FOP in 2 Native American half‐sisters with the same unaffected mother and different unaffected fathers. This is the first report of FOP in sibs from different pregnancies with unaffected parents. The findings in this family indicate the possibility of maternal gonadal mosaicism in FOP and provide important new data for genetic counseling in this disease. © 1996 Wiley‐Liss, Inc.

In this paper, we examine the current literature on whole-school-system change processes, and the ways in which research findings may be applied to schools in Quebec, Canada. Throughout the paper we use a current school change initiative, NEXTschool, to explore the possibilities and challenges that some of this literature presents, applied to a specific context. At the conclusion we offer a conceptual framework that underpins how we conceptualize the NEXTSchool initiative. The review focuses on three fields that have emerged as relevant to current change movements: 21st century educational change/reform, power dynamics, and design thinking as a systems-change process.

This article analyzes the potential for reshaping disciplinary divides by engaging with theories and movements that relate to educational change. Generating educational structures that diverge from conventional discipline-based models are a common way of attempting contemporary educational reforms. Interdisciplinary approaches are analyzed in this paper relative to theories of change in the context of secondary level education, with a focus on Québec, Canada. The purpose of this article is to understand and give meaning to the concept of interdisciplinarity within educational change and reform. This exploration proposes a conceptual map for understanding educational change efforts that aim towards rethinking disciplinarity. A model case, NEXTschool, is included to illustrate the applied relevance of the theories and ideas explored in this paper.

Schools have been slow to respond to the growing importance of digital communities in many students' lives. Ito et al. investigate how educators might connect diverse students' digital experiences to curricular, civic, or career-related aims in equitable ways. Affinity Online: How Connection and Shared Interest Fuel Learning explores the value of online communities or affinity networks-spaces on the internet where like-minded users can gather to connect with one another and develop their shared interests. Online affinity networks "provide opportunities that are self-selected and intentional, and that are also tied to contributions to social communities and authentic recognition in these communities" (17). Ito et al. believe that these connections and the accompanying recognition provide opportunities for learning that are more meaningful than "much of the learning that young people encounter in school" (17). The cases featured in the book include examples of online affinity networks where users gather digitally to learn about fanfiction, crafting, online gaming, sports, anime, vlogging, and dance.The investigations of these cases aim to support educators, parents, and researchers concerned with how education can be improved by internet-related technologies, specifically the kinds of online communities described in the book. The authors discuss this as connected learning and use the term for their goal of "realizing a world where all young people are able to fully engage in learning and