3,776 research outputs found

    Genetic recombination is targeted towards gene promoter regions in dogs

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    The identification of the H3K4 trimethylase, PRDM9, as the gene responsible for recombination hotspot localization has provided considerable insight into the mechanisms by which recombination is initiated in mammals. However, uniquely amongst mammals, canids appear to lack a functional version of PRDM9 and may therefore provide a model for understanding recombination that occurs in the absence of PRDM9, and thus how PRDM9 functions to shape the recombination landscape. We have constructed a fine-scale genetic map from patterns of linkage disequilibrium assessed using high-throughput sequence data from 51 free-ranging dogs, Canis lupus familiaris. While broad-scale properties of recombination appear similar to other mammalian species, our fine-scale estimates indicate that canine highly elevated recombination rates are observed in the vicinity of CpG rich regions including gene promoter regions, but show little association with H3K4 trimethylation marks identified in spermatocytes. By comparison to genomic data from the Andean fox, Lycalopex culpaeus, we show that biased gene conversion is a plausible mechanism by which the high CpG content of the dog genome could have occurred.Comment: Updated version, with significant revision

    Sustainable Agriculture Education and Civic Engagement: The Significance of Community-University Partnerships in the New Agricultural Paradigm

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    Universities and colleges across the United States are making innovative strides in higher education programming to catalyze a more sustainable era of agriculture. This is clearly exemplified through the formation of community-university partnerships as critical illustrations of civic engagement (CE) for sustainable agriculture (SA) education. This paper explores the praxis of CE for SA education by focusing on the ways in which five land-grant universities (LGUs) with undergraduate programs in SA have developed and put into practice community-university partnerships. Drawing upon these programs and supportive literature, this article specifically attempts to describe the role and significance of CE for SA education, emerging community-university partnership models and their implications for prompting food and agriculture sustainability, and student learning and program assessment outcomes. We also reveal the many challenges and opportunities encountered by stakeholders involved in the creation and continuation of these programs and their subsequent coursework. Conclusions offer real world recommendations for other faculty, staff, student, and community stakeholders to implement and generate action-oriented scholarship for and with communities as a viable thread of SA education
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