Frequency distribution of polymorphisms on k-casein and DGAT1 genes in dairy cattle used in Chilean milk production

Milk solids are very important to transform milk in dairy products like cheese. Several genes and polymorphic variants had been associated with this process, increasing the milk fat and/or protein content or regulating the coagulation milk properties. In the present study, we evaluate the frequency distribution of two major polymorphisms present in DGAT1 and CSN3 genes in 6 dairy biotypes commonly used in southern Chile: Holstein-Friesian (HF), Jersey (JE), Montbeliarde (MB), Overo Colorado (OC), Frisón Negro (FN) and hybrids (HYB). For CSN3 the results revealed that the A variant was predominant (0.57 to 0.71) in all breeds except Jersey which showed a high frequency of the B variant (0.73), one that favors milk transformation, and in MB (0.58). For DGAT1 a similar trend was seen. The A variant predominated (0.64 to 0.96) in all populations except Jersey, which displayed a high frequency (0.70) of the K variant that favors milk solids. The analysis of FIS for both markers gave negative and non-significant values in all populations some exception of OC and HYB, which are not in Hardy-Weinberg equilibrium, suggesting an excess of heterozygotes. By another hand, FST analysis suggest a high genetic structure for Jersey. The simultaneous analyses of both markers produced 16 combined genotypes with hybrid animals displaying the highest number (11) whereas Jersey showed a favorable combination (DGAT1 KK and CSN3 BB) renewing their productive orientation to transform milk to cheese. Also, some Holstein animals displayed a heterozygous combined genotype (DGAT1 A/K–CSN3 AB). For decades, Holstein-Friesian has been an important breed used for milk production in southern Chile and during the last time, several farmers have introduced Jersey in order to improve milk quality. In this sense, our results show the presence of potential favorable genotypes for the transformation of milk to dairy products

Construir una voz propia: la escritura de la sección Introducción en tesinas de licenciaturas

Within disciplinary discursive communities writers talk to their colleagues in recognizable and acceptable ways, designing their actions based on the understanding of their readers (Hyland, 2004). In order to be considered a member of these communities, the first requirement is to “write in an academic manner”, respecting certain ways of saying that the public will recognize as acceptable. During this process, the task of writing a degree thesis usually becomes a real “ritual passage” in which enunciators acquire a voice of their own, distinguishing it from other voices with which they dialogue and discuss, to express remarks, opinions, reasons and conclusions. With the aim of describing the procedures by which degree students build an academic identity in their writing, this paper shows some results of the exploration of Introduction sections in degree thesis of four different careers in UNPA, focusing on the rhetoric moves that organize them, the marks of personalization and depersonalization and the managing of individuality in their writings. The results show that student-writers have considerable skills in handling some of these tools (like bibliographic citation) and that they are cautious in the exhibition of subjectivity. On the other hand, the inquiry brings to light the difficulties these novel writers experience when relating their specific contribution to the disciplinary field to which they belong.Hacia el interior de las comunidades discursivas disciplinares los escritores hablan a sus colegas de modos reconocibles y aceptables, modelando sus acciones en función de la comprensión de sus lectores (Hyland, 2004). Para ser considerados miembros de esas comunidades, un primer requisito es ‘escribir al modo de la academia’, respetando ciertos modos de decir que los destinatarios reconocerán como aceptables. En este proceso, la escritura de la tesina de grado suele adquirir la cualidad de un verdadero ‘rito de pasaje’ en el cual los enunciadores logran emitir su propia voz, diferenciarla de otras con las que dialogan y discuten, para emitir comentarios, juicios, razonamientos y conclusiones. Guiadas por el objetivo general de describir los procedimientos a través de los cuales los estudiantes de grado construyen en su escritura una identidad académica, el presente trabajo muestra algunos resultados de la exploración de la sección Introducción de tesinas de licenciatura de cuatro carreras de la UNPA, focalizando la atención en los movimientos retóricos con que las organizan, en las marcas de personalización y despersonalización y en el manejo de la intertextualidad en sus escritos. Los resultados muestran por una parte, que los alumnos escritores manejan algunas de estas herramientas con cierta destreza (como la citación bibliográfica) y son cautelosos en la exhibición de la subjetividad. Por otra parte, la indagación pone de manifiesto las dificultades de estos escritores noveles para relacionar su contribución específica con el campo disciplinar al que pertenecen

Construir una voz propia: la escritura de la sección Introducción en tesinas de licenciaturas

Within disciplinary discursive communities writers talk to their colleagues in recognizable and acceptable ways, designing their actions based on the understanding of their readers (Hyland, 2004). In order to be considered a member of these communities, the first requirement is to “write in an academic manner”, respecting certain ways of saying that the public will recognize as acceptable. During this process, the task of writing a degree thesis usually becomes a real “ritual passage” in which enunciators acquire a voice of their own, distinguishing it from other voices with which they dialogue and discuss, to express remarks, opinions, reasons and conclusions. With the aim of describing the procedures by which degree students build an academic identity in their writing, this paper shows some results of the exploration of Introduction sections in degree thesis of four different careers in UNPA, focusing on the rhetoric moves that organize them, the marks of personalization and depersonalization and the managing of individuality in their writings. The results show that student-writers have considerable skills in handling some of these tools (like bibliographic citation) and that they are cautious in the exhibition of subjectivity. On the other hand, the inquiry brings to light the difficulties these novel writers experience when relating their specific contribution to the disciplinary field to which they belong.Hacia el interior de las comunidades discursivas disciplinares los escritores hablan a sus colegas de modos reconocibles y aceptables, modelando sus acciones en función de la comprensión de sus lectores (Hyland, 2004). Para ser considerados miembros de esas comunidades, un primer requisito es ‘escribir al modo de la academia’, respetando ciertos modos de decir que los destinatarios reconocerán como aceptables. En este proceso, la escritura de la tesina de grado suele adquirir la cualidad de un verdadero ‘rito de pasaje’ en el cual los enunciadores logran emitir su propia voz, diferenciarla de otras con las que dialogan y discuten, para emitir comentarios, juicios, razonamientos y conclusiones. Guiadas por el objetivo general de describir los procedimientos a través de los cuales los estudiantes de grado construyen en su escritura una identidad académica, el presente trabajo muestra algunos resultados de la exploración de la sección Introducción de tesinas de licenciatura de cuatro carreras de la UNPA, focalizando la atención en los movimientos retóricos con que las organizan, en las marcas de personalización y despersonalización y en el manejo de la intertextualidad en sus escritos. Los resultados muestran por una parte, que los alumnos escritores manejan algunas de estas herramientas con cierta destreza (como la citación bibliográfica) y son cautelosos en la exhibición de la subjetividad. Por otra parte, la indagación pone de manifiesto las dificultades de estos escritores noveles para relacionar su contribución específica con el campo disciplinar al que pertenecen