The Measurement of Temperature Change in an Adiabatic Expansion

An experimental method for measuring the temperature change undergone by a gas during an adiabatic expansion is discussed. The experiment makes use of a thermistor as the temperature-measuring device. The procedure gives agreement within one to two percent of the theoretical values

The application of psychodynamic theory to a peer supervision group for head teachers.

This study follows a pilot study in the researcher's own authority where a peer supervision group had been set up to help a group of Head teachers who were reporting high levels of stress and job dissatisfaction including issues around: increasing demands to meet Local Authority targets; managing staff; increased administrative roles; dealing with pupils and their families who were experiencing complex socio-economic issues and increased feelings of isolation leading some of them to consider resigning. The current study, which was carried out by invitation in a neighbouring authority set out to: (1) To see if a process of group supervision would improve the lives of the Head teachers in that authority by allaying some of their fears and providing some practical ways forward with their difficulties and (2) To investigate some of the possible complex intra and interpersonal issues that may have contributed to any distress that participants brought to the group, or that occurred within it. The concepts of consultation, supervision and solution-focussed psychology were adapted to a group context as a means of generating practical solutions to problems and providing an effective container for the anxieties and uncertainties experienced by a group of Head teachers. Following an initial training day where the theoretical principles and group procedures were discussed, 11 participants volunteered to become part of a peer supervision group. Following a number of group sessions the 11 participants were interviewed using a psychoanalytic narrative 'Free Association Interview' method. Group members were also asked to rate their experiences in the group sessions. The interviews were recorded digitally, transcribed and arranged into nine common categories. The transcripts were then analysed using an interpretive categorical content analysis method and the psychodynamic concepts of splitting, transference, parataxic distortion, projective identification, alienation, Gestalt; the defended subject; anxieties and defences were applied to the data. The main findings from the questionnaire data indicated that in general the peer support group sessions were regarded as: useful, a good use of time, something that participants would be prepared to set time aside for; a reasonably high priority and having "a positive knock on effect for colleagues, pupils and parents in their school communities. The interview data indicated that the group was seen to help to contain anxiety-provoking feelings and provided a positive way forward for the Head teachers. It proved to be collaborative and reflexive and maximized individual group members' own resources to work more effectively. Through the group the Heads were able to: explore , and learn through practical, experiential and theoretical elements of their own professional practice and that of their peers; were able to discuss potentially controversial or disturbing issues; and enhance their ability to manage their own schools. More specifically the reported benefits for individuals of being in the group were: normalization of issues; improved problem-solving skills; reassurance and affirmation; the experienced benefits of altruism; educative or formative elements; improved listening and problem-solving skills and increased trust, openness and communication. In addition the emotional Health of the Head teachers was reported to have improved and their levels of perceived stress were reduced. Whilst it is acknowledged that it is not possible to replicate the group and have any assurance that the same effects would be experienced by different individuals, it can be seen that for the, individuals involved in this group, their experiences of being in the group may be generalised to other situations and contexts . The results obtained in this study may be interpreted ~o imply that the peer supervision group set out what it hoped to achieve in that it; 1. Improved the lives' of some of the Head teachers concerned by allaying some of their fears and providing some practical ways forward with their difficulties. 2. Suggested that complex intra and interpersonal issues may have contributed to the distress of the individuals concerned

A Map-Based Cloning Strategy Employing a Residual Heterozygous Line Reveals that the GIGANTEA Gene Is Involved in Soybean Maturity and Flowering

Flowering is indicative of the transition from vegetative to reproductive phase, a critical event in the life cycle of plants. In soybean (Glycine max), a flowering quantitative trait locus, FT2, corresponding to the maturity locus E2, was detected in recombinant inbred lines (RILs) derived from the varieties “Misuzudaizu” (ft2/ft2; JP28856) and “Moshidou Gong 503” (FT2/FT2; JP27603). A map-based cloning strategy using the progeny of a residual heterozygous line (RHL) from the RIL was employed to isolate the gene responsible for this quantitative trait locus. A GIGANTEA ortholog, GmGIa (Glyma10g36600), was identified as a candidate gene. A common premature stop codon at the 10th exon was present in the Misuzudaizu allele and in other near isogenic lines (NILs) originating from Harosoy (e2/e2; PI548573). Furthermore, a mutant line harboring another premature stop codon showed an earlier flowering phenotype than the original variety, Bay (E2/E2; PI553043). The e2/e2 genotype exhibited elevated expression of GmFT2a, one of the florigen genes that leads to early flowering. The effects of the E2 allele on flowering time were similar among NILs and constant under high (43°N) and middle (36°N) latitudinal regions in Japan. These results indicate that GmGIa is the gene responsible for the E2 locus and that a null mutation in GmGIa may contribute to the geographic adaptation of soybean

Allelic Variation and Distribution of the Major Maturity Genes in Different Soybean Collections

Soybean time of flowering and maturity are genetically controlled by E genes. Different allelic combinations of these genes determine soybean adaptation to a specific latitude. The paper describes the first attempt to assess adaptation of soybean genotypes developed and realized at Institute of Field and Vegetable Crops, Novi Sad, Serbia [ Novi Sad (NS) varieties and breeding lines] based on E gene variation, as well as to comparatively assess E gene variation in North-American (NA), Chinese, and European genotypes, as most of the studies published so far deal with North-American and Chinese cultivars and breeding material. Allelic variation and distribution of the major maturity genes (E1, E2, E3, and E4) has been determined in 445 genotypes from soybean collections of NA ancestral lines, Chinese germplasm, and European varieties, as well as NS varieties and breeding lines. The study showed that allelic combinations of E1-E4 genes significantly determined the adaptation of varieties to different geographical regions, although they have different impacts on maturity. In general, each collection had one major E genotype haplogroup, comprising over 50% of the lines. The exceptions were European varieties that had two predominant haplogroups and NA ancestral lines distributed almost evenly among several haplogroups. As e1-as/e2/E3/E4 was the most common genotype in NS population, present in the best-performing genotypes in terms of yield, this specific allele combination was proposed as the optimal combination for the environments of Central-Eastern Europe

Quantitative Trait Locus Mapping of Soybean Maturity Gene E6

Soybean [ Glycine max (L.) Merr.] sensitivity to photoperiod determines adaptation to a specific range of latitudes for soybean cultivars. When temperate-adapted soybean cultivars are grown in low latitude under short day conditions, they flower early, resulting in low grain yield, and consequently limiting their utility in tropical areas. Most cultivars adapted to low-latitude environments have the trait of delayed flowering under short day conditions, and this trait is commonly called long juvenile (LJ). In this study, the E6 locus, the classical locus conditioning the LJ trait, was molecularly mapped on Gm04 near single-nucleotide polymorphism marker HRM101. Testcross, genetic mapping, and sequencing suggest that the E6 and J loci might be tightly linked. Genetic interaction evaluation between E6 and E1 suggests that E6 has a suppressive effect on E1 and that the function of E6 is dependent on E1. The tagging markers for E6 are very useful for molecular breeding for wide adaptation and stable productivity of soybean under lowlatitude environments. Molecular identification and functional characterization of the E6 gene will greatly facilitate the understanding of the genetic and molecular mechanisms underlying the LJ trait