SN Lecture Page No 1. History of Genetic 1-9 2. 10-28 3. Types Of
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Genetic Effects on Microsatellite Diversity in Wild Emmer Wheat (Triticum Dicoccoides) at the Yehudiyya Microsite, Israel
Heredity (2003) 90, 150–156 & 2003 Nature Publishing Group All rights reserved 0018-067X/03 $25.00 www.nature.com/hdy Genetic effects on microsatellite diversity in wild emmer wheat (Triticum dicoccoides) at the Yehudiyya microsite, Israel Y-C Li1,3, T Fahima1,MSRo¨der2, VM Kirzhner1, A Beiles1, AB Korol1 and E Nevo1 1Institute of Evolution, University of Haifa, Mount Carmel, Haifa 31905, Israel; 2Institute for Plant Genetics and Crop Plant Research, Corrensstrasse 3, 06466 Gatersleben, Germany This study investigated allele size constraints and clustering, diversity. Genome B appeared to have a larger average and genetic effects on microsatellite (simple sequence repeat number (ARN), but lower variance in repeat number 2 repeat, SSR) diversity at 28 loci comprising seven types of (sARN), and smaller number of alleles per locus than genome tandem repeated dinucleotide motifs in a natural population A. SSRs with compound motifs showed larger ARN than of wild emmer wheat, Triticum dicoccoides, from a shade vs those with perfect motifs. The effects of replication slippage sun microsite in Yehudiyya, northeast of the Sea of Galilee, and recombinational effects (eg, unequal crossing over) on Israel. It was found that allele distribution at SSR loci is SSR diversity varied with SSR motifs. Ecological stresses clustered and constrained with lower or higher boundary. (sun vs shade) may affect mutational mechanisms, influen- This may imply that SSR have functional significance and cing the level of SSR diversity by both processes. natural constraints. -
Biology Dictionary English - Khmer
vcnanuRkm CIvviTüa Gg;eKøs-Exµr Biology Dictionary English - Khmer saklviTüal½yPUminÞPñMeBj ed)a:tWm:g; CIvviTüa e)aHBum<elIkTI 3 ¬EksMrYl¦ 2003 Preface to the Third Edition (Revised) This dictionary is the work of many teachers and some students in the Biology department of The Royal University of Phnom Penh. It has developed over the last three years in response to the need of Biology students to learn Biology from English text books. We have also tried to anticipate the future needs of Biology students and teachers in Cambodia. If they want to join the global scientific community; read scientific journals, listen to international media, attend international conferences or study outside Cambodia, then they will probably need to communicate in English. Therefore, the main aim of this book is to help Cambodian students and teachers at the university level to understand Biology in English. All languages evolve. In the past the main influence on Khmer language was French. Nowadays, it is increasingly English. Some technical terms have already been absorbed from French and have become Khmer. Nowadays new technical terms are usually created in English and are used around the world. Language is also created by those who use it and only exists when it is used. Therefore, common usage has also influenced our translation. We have tried to respond to these various influences when preparing this dictionary, so that it represents many different opinions - old and new, Francophile, Anglophile and Khmer. But there will always be some disagreement about the translation of some terms. This is normal and occurs in all languages. -
Segregation and Recombination of Non-Mendelian Genes in Chlamydomonas
Symposium on Non-chromosomal Inheritance: XIII International Congress of Genetics SEGREGATION AND RECOMBINATION OF NON-MENDELIAN GENES IN CHLAMYDOMONAS NICHOLAS W. GILLHAM, JOHN E. BOYNTON AND ROBERT W. LEE2 Departments of Botany and Zoology, Duke University, Durham, North Carolina 27706 ABSTRACT Non-Mendelian genes in Chamydomonas reinhardfii axe inherited in a uniparental (UP) fashion. Most zygotes and their progeny receive UP genes only from the mt+ or maternal parent. Homwever, a few exceptional zygotes are also found in which tlie mt ur paternal UP genome is transmitted. Most of the exceptional zygotes are biparental in that their progeny segregate UP genes transmitted by bath parents. As a result, biparental zygotes have been extensively used to study the rules governing UP inheritance. The frequency of biparental zygotes can be greatly increased if the maternal parent is irradiated with ultraviolet light priosr to mating. Based principally on studies with ultraviolet-induced biparental zygotes, SAGERhas argued that a vegetative cell contains two copies of the UP genome and that the progeny of a biparental zygote receive a copy derived from each parent. Results reported in this paper with spontaneous and ultraviolet-induced biparental zygotes do not support the two copy mcdel, but argue for a mulitple copy model with most of the copies normally being transmitted by the maternal parent. A multiple copy model which accolunts for both SAGER’Sresults and ours is presented. ON-MENDELIAN mutations exhibiting uniparental (UP) inheritance in Chla- “zydomonas reinhardtii were first reported by SAGERin 1954. Since that time the UP genetic system has been subject to extensive investigation at both the molecular and genetical levels (see reviews by GILLHAM1969; SAGER1972). -
Transformations of Lamarckism Vienna Series in Theoretical Biology Gerd B
Transformations of Lamarckism Vienna Series in Theoretical Biology Gerd B. M ü ller, G ü nter P. Wagner, and Werner Callebaut, editors The Evolution of Cognition , edited by Cecilia Heyes and Ludwig Huber, 2000 Origination of Organismal Form: Beyond the Gene in Development and Evolutionary Biology , edited by Gerd B. M ü ller and Stuart A. Newman, 2003 Environment, Development, and Evolution: Toward a Synthesis , edited by Brian K. Hall, Roy D. Pearson, and Gerd B. M ü ller, 2004 Evolution of Communication Systems: A Comparative Approach , edited by D. Kimbrough Oller and Ulrike Griebel, 2004 Modularity: Understanding the Development and Evolution of Natural Complex Systems , edited by Werner Callebaut and Diego Rasskin-Gutman, 2005 Compositional Evolution: The Impact of Sex, Symbiosis, and Modularity on the Gradualist Framework of Evolution , by Richard A. Watson, 2006 Biological Emergences: Evolution by Natural Experiment , by Robert G. B. Reid, 2007 Modeling Biology: Structure, Behaviors, Evolution , edited by Manfred D. Laubichler and Gerd B. M ü ller, 2007 Evolution of Communicative Flexibility: Complexity, Creativity, and Adaptability in Human and Animal Communication , edited by Kimbrough D. Oller and Ulrike Griebel, 2008 Functions in Biological and Artifi cial Worlds: Comparative Philosophical Perspectives , edited by Ulrich Krohs and Peter Kroes, 2009 Cognitive Biology: Evolutionary and Developmental Perspectives on Mind, Brain, and Behavior , edited by Luca Tommasi, Mary A. Peterson, and Lynn Nadel, 2009 Innovation in Cultural Systems: Contributions from Evolutionary Anthropology , edited by Michael J. O ’ Brien and Stephen J. Shennan, 2010 The Major Transitions in Evolution Revisited , edited by Brett Calcott and Kim Sterelny, 2011 Transformations of Lamarckism: From Subtle Fluids to Molecular Biology , edited by Snait B. -
Sequence Divergence Impedes Crossover More Than Noncrossover Events During Mitotic Gap Repair in Yeast
Copyright Ó 2008 by the Genetics Society of America DOI: 10.1534/genetics.108.090233 Sequence Divergence Impedes Crossover More Than Noncrossover Events During Mitotic Gap Repair in Yeast Caroline Welz-Voegele and Sue Jinks-Robertson1 Department of Molecular Genetics and Microbiology, Duke University Medical Center, Durham, North Carolina 27710 Manuscript received April 11, 2008 Accepted for publication May 8, 2008 ABSTRACT Homologous recombination between dispersed repeated sequences is important in shaping eukaryotic genome structure, and such ectopic interactions are affected by repeat size and sequence identity. A transformation-based, gap-repair assay was used to examine the effect of 2% sequence divergence on the efficiency of mitotic double-strand break repair templated by chromosomal sequences in yeast. Because the repaired plasmid could either remain autonomous or integrate into the genome, the effect of sequence divergence on the crossover–noncrossover (CO–NCO) outcome was also examined. Finally, proteins important for regulating the CO–NCO outcome and for enforcing identity requirements during recombination were examined by transforming appropriate mutant strains. Results demonstrate that the basic CO–NCO outcome is regulated by the Rad1-Rad10 endonuclease and the Sgs1 and Srs2 helicases, that sequence divergence impedes CO to a much greater extent than NCO events, that an intact mismatch repair system is required for the discriminating identical and nonidentical repair templates, and that the Sgs1 and Srs2 helicases play additional, antirecombination roles when the interacting sequences are not identical. ECOMBINATION is a high-fidelity process that persed throughout the genome. Such ectopic inter- R copies information from one DNA duplex to re- actions are important for shaping genome structure, pair single- or double-strand discontinuities in another with NCO events likely driving the concerted evolution DNA duplex (reviewed by Krogh and Symington of multigene families and COs leading to various types 2004). -
Plot? What Is Structure?
Novel Structure What is plot? What is structure? • Plot is a series of interconnected events in which every occurrence has a specific purpose. A plot is all about establishing connections, suggesting causes, and and how they relate to each other. • Structure (also known as narrative structure), is the overall design or layout of your story. Narrative Structure is about both these things: Story Plot • The content of a story • The form used to tell the story • Raw materials of dramatic action • How the story is told and in what as they might be described in order chronological order • About how, and at what stages, • About trying to determine the key the key conflicts are set up and conflicts, main characters, setting resolved and events • “How” and “when” • “Who,” “what,” and “where” Story Answers These Questions 1. Where is the story set? 2. What event starts the story? 3. Who are the main characters? 4. What conflict(s) do they face? What is at stake? 5. What happens to the characters as they face this conflict? 6. What is the outcome of this conflict? 7. What is the ultimate impact on the characters? Plot Answers These Questions 8. How and when is the major conflict in the story set up? 9. How and when are the main characters introduced? 10.How is the story moved along so that the characters must face the central conflict? 11.How and when is the major conflict set up to propel them to its conclusion? 12.How and when does the story resolve most of the major conflicts set up at the outset? Basic Linear Story: Beginning, Middle & End Ancient (335 B.C.)Greek philosopher and scientist, Aristotle said that every story has a beginning, a middle, and an end. -
University Microfilms, a XERQ\Company, Ann Arbor, Michigan
72- 15,293 SHARP, Nicholas Andrew, 1944- SHAKESPEARE'S BAROQUE COMEDY: THE WINTER'S TALE. The Ohio State University, Ph.D., 1971 Language and Literature, modern University Microfilms, A XERQ\Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED SHAKESPEARE'S BAROQUE CŒEDY: THE V/INTER'S TALE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Nicholas Andrew Sharp, B,A., M,A, ***** The Ohio State University 1971 Approved by Id^iser Department of English PLEASE NOTE: Some pages have indistinct print. Filmed as received. University Microfilms, A Xerox Education Company Acknowledgraent I am extremely grateful to my adviser, Professor Rolf Soellner, for his advice, suggestions, and constant encouragement. ii VITA January 24, 1944 . Born— Kansas City, Missouri 1966 ......... B.A., The University of Kansas, Lawrence, Kansas 1966-1970........... NDEA Fellow, The Ohio State University, Columbus, Ohio 1968-1969, 1971-1972 . Teaching Associate, Department of English, The Ohio State University, Columbus, Ohio 1968 .......... M.A., The Ohio State University, Columbus, Ohio iii TABLE OF CONTENTS Page ACKNOWLEDGMENT..................................... ii VITA ..................................... .•.......... iii INTRODUCTION: BAROQUE AS AN HISTORICAL CONCEPT .... 1 Chapter I. THE JACOBEAN SETTING AND THE BAROQUE AESTHETIC 16 II. THE THEME OF SKEPTICAL FIDEISM............... 45 III. THE STRUCTURE............................... -
Bzyct-137 Genetics and Evolutionary Biology
BZYCT-137 GENETICS AND Indira Gandhi EVOLUTIONARY BIOLOGY National Open University School of Sciences VOL 1 GENETICS BLOCK 1 HEREDITY AND PHENOTYPE 7 BLOCK 2 THE PHYSICAL BASIS OF HEREDITY 127 GENETICS AND EVOLUTIONARY BIOLOGY Genetics goes hand in hand with evolution. All traits are inherited whenever we bring up a trait, we should ask when that trait evolved and place in on the appropriate phylogenetic tree. This tree not only shows when certain traits evolved, but can also be used to infer who has them. This tree can be used to show how our genetic traits go back to the universal ancestor that lived 3-5 billion years ago and that all of today’s genomes are product of duplication and divergence. The evidence for the evolution can be read from our genomes. Understanding the connection between Mendel’s principles of heredity and DNA is of paramount importance. There are concrete examples of mutations in DNA that change proteins which in turn, change phenotype is one of the best ways to make these connections we now understand same of the Mendel’s traits at molecular level. Genes code for proteins and proteins determine phenotype. The more vividly you can make this connection, the richer will be their understanding of both genetics and evolution. Looking at the functioning of DNA, RNA and protein in determining phenotype, students can begin to understand that they are guardians of 3.5 billion years of evolution and this provides motivation for taking care of our fragile planet that makes life possible. We welcome you to the study of the first volume of this course which tells you about Genetics. -
De Draagbare Wikipedia Van Het Schrijven – Verhaal
DE DRAAGBARE WIKIPEDIA VAN HET SCHRIJVEN VERHAAL BRON: WIKIPEDIA SAMENGESTELD DOOR PETER KAPTEIN 1 Gebruik, verspreiding en verantwoording: Dit boek mag zonder kosten of restricties: Naar eigen inzicht en via alle mogelijke middelen gekopieerd en verspreid worden naar iedereen die daar belangstelling in heeft Gebruikt worden als materiaal voor workshops en lessen Uitgeprint worden op papier Dit boek (en het materiaal in dit boek) is gratis door mij (de samensteller) ter beschikking gesteld voor jou (de lezer en gebruiker) en niet bestemd voor verkoop door derden. Licentie: Creative Commons Naamsvermelding / Gelijk Delen. De meeste bronnen van de gebruikte tekst zijn artikelen van Wikipedia, met uitzondering van de inleiding, het hoofdstuk Redigeren en Keuze van vertelstem. Deze informatie kon niet op Wikipedia gevonden worden en is van eigen hand. Engels In een aantal gevallen is de Nederlandse tekst te kort of non-specifiek en heb ik gekozen voor de Engelse variant. Mag dat zomaar met Wikipedia artikelen? Ja. WikiPedia gebruikt de Creative Commons Naamsvermelding / Gelijk Delen. Dit houdt in dat het is toegestaan om: Het werk te delen Het werk te bewerken Onder de volgende voorwaarden: Naamsvermelding (in dit geval: Wikipedia) Gelijk Delen (verspreid onder dezelfde licentie als Wikipedia) Link naar de licentie: http://creativecommons.org/licenses/by-sa/3.0/deed.nl Versie: Mei 2014, Peter Kaptein 2 INHOUDSOPGAVE INLEIDING 12 KRITIEK EN VERHAALANALYSE 16 Literaire stromingen 17 Romantiek 19 Classicisme 21 Realisme 24 Naturalisme 25 -
Basic Genetic Terms for Teachers
Student Name: Date: Class Period: Page | 1 Basic Genetic Terms Use the available reference resources to complete the table below. After finding out the definition of each word, rewrite the definition using your own words (middle column), and provide an example of how you may use the word (right column). Genetic Terms Definition in your own words An example Allele Different forms of a gene, which produce Different alleles produce different hair colors—brown, variations in a genetically inherited trait. blond, red, black, etc. Genes Genes are parts of DNA and carry hereditary Genes contain blue‐print for each individual for her or information passed from parents to children. his specific traits. Dominant version (allele) of a gene shows its Dominant When a child inherits dominant brown‐hair gene form specific trait even if only one parent passed (allele) from dad, the child will have brown hair. the gene to the child. When a child inherits recessive blue‐eye gene form Recessive Recessive gene shows its specific trait when (allele) from both mom and dad, the child will have blue both parents pass the gene to the child. eyes. Homozygous Two of the same form of a gene—one from Inheriting the same blue eye gene form from both mom and the other from dad. parents result in a homozygous gene. Heterozygous Two different forms of a gene—one from Inheriting different eye color gene forms from mom mom and the other from dad are different. and dad result in a heterozygous gene. Genotype Internal heredity information that contain Blue eye and brown eye have different genotypes—one genetic code. -
Molecular Biology and Applied Genetics
MOLECULAR BIOLOGY AND APPLIED GENETICS FOR Medical Laboratory Technology Students Upgraded Lecture Note Series Mohammed Awole Adem Jimma University MOLECULAR BIOLOGY AND APPLIED GENETICS For Medical Laboratory Technician Students Lecture Note Series Mohammed Awole Adem Upgraded - 2006 In collaboration with The Carter Center (EPHTI) and The Federal Democratic Republic of Ethiopia Ministry of Education and Ministry of Health Jimma University PREFACE The problem faced today in the learning and teaching of Applied Genetics and Molecular Biology for laboratory technologists in universities, colleges andhealth institutions primarily from the unavailability of textbooks that focus on the needs of Ethiopian students. This lecture note has been prepared with the primary aim of alleviating the problems encountered in the teaching of Medical Applied Genetics and Molecular Biology course and in minimizing discrepancies prevailing among the different teaching and training health institutions. It can also be used in teaching any introductory course on medical Applied Genetics and Molecular Biology and as a reference material. This lecture note is specifically designed for medical laboratory technologists, and includes only those areas of molecular cell biology and Applied Genetics relevant to degree-level understanding of modern laboratory technology. Since genetics is prerequisite course to molecular biology, the lecture note starts with Genetics i followed by Molecular Biology. It provides students with molecular background to enable them to understand and critically analyze recent advances in laboratory sciences. Finally, it contains a glossary, which summarizes important terminologies used in the text. Each chapter begins by specific learning objectives and at the end of each chapter review questions are also included. -
The Comic in the Theatre of Moliere and of Ionesco: a Comparative Study
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1965 The omicC in the Theatre of Moliere and of Ionesco: a Comparative Study. Sidney Louis Pellissier Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Pellissier, Sidney Louis, "The omicC in the Theatre of Moliere and of Ionesco: a Comparative Study." (1965). LSU Historical Dissertations and Theses. 1088. https://digitalcommons.lsu.edu/gradschool_disstheses/1088 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 66-744 PELLISSIER, Sidney Louis, 1938- s THE COMIC IN THE THEATRE OF MO LI ERE AND OF IONESCO: A COMPARATIVE STUDY. Louisiana State University, Ph.D., 1965 Language and Literature, modern University Microfilms, Inc., Ann Arbor, Michigan THE COMIC IN THE THEATRE OF MOLIHRE AND OF IONESCO A COMPARATIVE STUDY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Foreign Languages btf' Sidney L . ,') Pellissier K.A., Louisiana State University, 19&3 August, 19^5 DEDICATION The present study is respectfully dedicated the memory of Dr. Calvin Evans. ii ACKNO'.-'LEDGEKiNT The writer wishes to thank his major professor, Dr.