In silico comparative analysis of conserved genes expressed in solanaceous plants under abiotic stresses

The gene expression data was studied in order to analyze genes involved in different abiotic stresses in solanaceous plants. Salt, temperature (heat & cold) and drought are the main abiotic stresses to the plants. Abiotic stress responses are important for sessile organisms like plants because they have to cope with environmental changes to survive. The idea was to analyze those differentially expressed genes, which show common expression in response to different abiotic stress conditions in each plant. Mitogen activated protein kinases (MAPK) are important mediators in signal transmission, connecting the perception of external stimuli to cellular responses. In plants, MAPKs plays a major role in the signaling of abiotic stresses. The expression data were retrieved from gene expression omnibus (GEO) database at NCBI. The set of genes were selected showing up or down regulation in at least two abiotic stresses. These genes were used for searching their involvement in different steps of MAP kinase pathway. Our findings suggest that a common set of genes are the key players in signaling pathway responsible for initiation of cascade of reaction in response to stress. The study will help to understand how the conserved genes are expressing differentially in response to various abiotic stresses. The common genes affecting the MAP kinase pathway might be highly conserved. These genes may be used to study the response of different abiotic stresses in other plant species

Content Development for eLearning in Engineering Education

In last ten years or so the traditional chalkboard teaching has been supplemented by audio visual aids like overhead/ slide projectors and videos. The phenomenal growth of Internet has brought in a new teaching media - elearning. The declining cost of Personal Computers, easy and cheaper access to Internet, and improved quality of multimedia software has made it attractive option for both teachers and students. Multimedia courses over the Internet will have the potential to serve a dual purpose by enhancing the learning experience for resident students, while opening the educational experience up to distance students. The content development for web-based courses has to be treated differently than the traditional classroom teaching. Just posting of lecture notes, assignments and the solutions does not help the student in elearning. The content needs to be interactive acting like a virtual teacher. The content development for online engineering education for undergraduate and graduate courses would also need different treatment. A course on Engineering Mechanics for the first year engineering students based on Interactive Virtual Tutor (IVT) system and a course on Bridge Engineering based on Internet Knowledge Base (IKB) format for graduate students has been developed. The methodology adapted in Interactive Virtual Tutor and Internet Knowledge Base is explained in this paper.In last ten years or so the traditional chalkboard teaching has been supplemented by audio visual aids like overhead/ slide projectors and videos. The phenomenal growth of Internet has brought in a new teaching media - elearning. The declining cost of Personal Computers, easy and cheaper access to Internet, and improved quality of multimedia software has made it attractive option for both teachers and students. Multimedia courses over the Internet will have the potential to serve a dual purpose by enhancing the learning experience for resident students, while opening the educational experience up to distance students. The content development for web-based courses has to be treated differently than the traditional classroom teaching. Just posting of lecture notes, assignments and the solutions does not help the student in elearning. The content needs to be interactive acting like a virtual teacher. The content development for online engineering education for undergraduate and graduate courses would also need different treatment. A course on Engineering Mechanics for the first year engineering students based on Interactive Virtual Tutor (IVT) system and a course on Bridge Engineering based on Internet Knowledge Base (IKB) format for graduate students has been developed. The methodology adapted in Interactive Virtual Tutor and Internet Knowledge Base is explained in this paper

Content Development for eLearning in Engineering Education

In last ten years or so the traditional chalkboard teaching has been supplemented by audio visual aids like overhead/ slide projectors and videos. The phenomenal growth of Internet has brought in a new teaching media - elearning. The declining cost of Personal Computers, easy and cheaper access to Internet, and improved quality of multimedia software has made it attractive option for both teachers and students. Multimedia courses over the Internet will have the potential to serve a dual purpose by enhancing the learning experience for resident students, while opening the educational experience up to distance students. The content development for web-based courses has to be treated differently than the traditionalclassroom teaching. Just posting of lecture notes, assignments and the solutions does not helpthe student in elearning. The content needs to be interactive acting like a virtual teacher. Thecontent development for online engineering education for undergraduate and graduate courseswould also need different treatment.A course on Engineering Mechanics for the first year engineering students based on InteractiveVirtual Tutor (IVT) system and a course on Bridge Engineering based on Internet KnowledgeBase (IKB) format for graduate students has been developed. The methodology adapted inInteractive Virtual Tutor and Internet Knowledge Base is explained in this paper.In last ten years or so the traditional chalkboard teaching has been supplemented by audio visual aids like overhead/ slide projectors and videos. The phenomenal growth of Internet has brought in a new teaching media - elearning. The declining cost of Personal Computers, easy and cheaper access to Internet, and improved quality of multimedia software has made it attractive option for both teachers and students. Multimedia courses over the Internet will have the potential to serve a dual purpose by enhancing the learning experience for resident students, while opening the educational experience up to distance students. The content development for web-based courses has to be treated differently than the traditionalclassroom teaching. Just posting of lecture notes, assignments and the solutions does not helpthe student in elearning. The content needs to be interactive acting like a virtual teacher. Thecontent development for online engineering education for undergraduate and graduate courseswould also need different treatment.A course on Engineering Mechanics for the first year engineering students based on InteractiveVirtual Tutor (IVT) system and a course on Bridge Engineering based on Internet KnowledgeBase (IKB) format for graduate students has been developed. The methodology adapted inInteractive Virtual Tutor and Internet Knowledge Base is explained in this paper