The construction and administration of a questionnaire on children's reaction to educational television

Thesis (Ed.M.)--Boston University N.B.: Missing pages 93-111. Possibly misnumbered

Cultivar-Dependent Expression of a Maize Lipoxygenase Responsive to Seed Infesting Fungi

Maize kernels are highly susceptible to Aspergillus spp. infection and aflatoxin (AF) contamination. Fatty acid signaling molecules appear to mediate the plant–fungal interaction by affecting the growth, development, and AF production of the fungus. In particular, fatty acid derivatives of the plant lipoxygenase (LOX) pathway are implicated in the Aspergillus spp.-seed interaction. The 9(S)-hydroperoxide derivative of linoleic acid promotes transcription of AF genes, whereas the 13(S)-hydroperoxide derivative decreases AF gene expression and production; both are sporulation factors. Our goal was to identify LOX genes responsive to Aspergillus spp. colonization and determine their specificities, 9(S)- or 13(S)-. Screening maize LOX expressed sequence tags (ESTs) identified one clone, cssap 92, which is highly expressed in Aspergillus spp.-infected seed susceptible to AF contamination and repressed in lines with resistance to AF contamination. The accumulation of cssap 92 transcript was similar during Fusarium spp. infection. The cDNA clone has 94% identity to the previously described L2 LOX gene from maize. Product-specificity analysis of the CSSAP 92 protein shows that it preferentially adds oxygen to carbon 9 of linoleic acid. Because 9(S)-hydroperoxy linoleic acid has been implicated as an aflatoxin-signaling molecule, it is possible that cssap 92 could be used as a biomarker that is indicative of AF resistance in maize lines

Cultivar-Dependent Expression of a Maize Lipoxygenase Responsive to Seed Infesting Fungi

Maize kernels are highly susceptible to Aspergillus spp. infection and aflatoxin (AF) contamination. Fatty acid signaling molecules appear to mediate the plant–fungal interaction by affecting the growth, development, and AF production of the fungus. In particular, fatty acid derivatives of the plant lipoxygenase (LOX) pathway are implicated in the Aspergillus spp.-seed interaction. The 9(S)-hydroperoxide derivative of linoleic acid promotes transcription of AF genes, whereas the 13(S)-hydroperoxide derivative decreases AF gene expression and production; both are sporulation factors. Our goal was to identify LOX genes responsive to Aspergillus spp. colonization and determine their specificities, 9(S)- or 13(S)-. Screening maize LOX expressed sequence tags (ESTs) identified one clone, cssap 92, which is highly expressed in Aspergillus spp.-infected seed susceptible to AF contamination and repressed in lines with resistance to AF contamination. The accumulation of cssap 92 transcript was similar during Fusarium spp. infection. The cDNA clone has 94% identity to the previously described L2 LOX gene from maize. Product-specificity analysis of the CSSAP 92 protein shows that it preferentially adds oxygen to carbon 9 of linoleic acid. Because 9(S)-hydroperoxy linoleic acid has been implicated as an aflatoxin-signaling molecule, it is possible that cssap 92 could be used as a biomarker that is indicative of AF resistance in maize lines

Gender, Sex Role Orientation, and Attitudes toward Animals

To examine the relationship among gender, sex role orientation, and attitudes toward the treatment of animals, 144 male and 222 female college students were administered the Bem Sex Role Inventory, a Likert-scale questionnaire designed to assess attitudes toward animal welfare issues, and a measure of perceived comfort touching animals of a variety of species. There were significant gender differences on all of the animal-related measures with the exception of self-reported comfort touching positively perceived animals. Gender and the expressive (feminine) dimension of sex role orientation accounted for a significant proportion of the variation in attitudes toward animal welfare issues and comfort with other species. Correlations between the masculine and feminine dimensions of sex role orientation were related in opposite directions on all animal attitude measures

The reproductive biology of the porbeage shark (Lamna nasus) in the western North Atlantic Ocean

Reproductive organs from 393 male and 382 female porbeagles (Lamna nasus), caught in the western North Atlantic Ocean, were examined to determine size at maturity and reproductive cycle. Males ranged in size from 86 to 246 cm fork length (FL) and females ranged from 94 to 288 cm FL. Maturity in males was best described by an inflection in the relationship of clasper length to fork length when combined with clasper calcification. Males matured between 162 and 185 cm FL and 50% were mature at 174 cm FL. In females, all reproductive organ measurements related to body length showed a strong inflection around the size of maturity. Females matured between 210 and 230 cm FL and 50% were mature at 218 cm FL. After a protracted fall mating period (September–November), females give birth to an average of 4.0 young in spring (April−June). As in other lamnids, young are nourished through oophagy. Evidence from this study indicated a one-year reproductive cycle and gestation period lasting 8–9 months

El territorio como eje articulador de la historia y la geografía en la enseñanza de las ciencias sociales

Este trabajo aborda una problemática recurrente en el contexto educativo de las ciencias sociales en Colombia. Pedagógica y curricularmente hablando, la historia, como disciplina, ha tenido una tendencia clara a un dominio curricular sobre otras disciplinas de las ciencias sociales, sobre todo la geografía, que ha sido abordada de manera superficial en las aulas de nuestro país, tanto nivel escolar como universitario. La categoría territorio contiene una serie de elementos teóricos que son abordados dese las distintas disciplinas de las ciencias sociales. Elementos históricos, geográficos, antropológicos económicos, etc., ofrecen la posibilidad de integrar la enseñanza de las ciencias sociales en el aula, forjando una contextualización adecuada del entorno inmediato del estudiante. De esta forma, este trabajo se enfocó en la aplicación de la categoría territorio en las aulas de las instituciones educativas Eduardo Santos de Soacha y Rodrigo Lara Bonilla de Bogotá. La metodología estuvo basada en la cartografía social como herramienta que permite realizar un conocimiento desde lo comunitario, aunque en esta ocasión, más que lo comunitario, la metodología se instaura en lo pedagógico, como una posibilidad de construir conocimiento sobre las ciencias sociales y el propio territorio de los estudiantes, donde ellos mismos participan y elaboran un mapeo social de sus comunidades, retroalimentándose, al mismo tiempo, de lo que sus pares aporten.This work addresses a recurrent problem in the educational context of social science in Colombia. Pedagogical and curricularly speaking, history as a discipline has had a clear curricular domain over other disciplines of social sciences, especially the geography, that has been approached superficially in the classrooms of our country, both in schools and universities. The category of territory contains a number of theoretical elements that are addressed by many disciplines of social sciences. Historical, geographic, economic and anthropological elements, etc., offer the possibility of integrating the teaching of social sciences in the classroom, addressing a suitable contextualization of the student's immediate environment. In this way, this work focused on the application of territory as a category in the classrooms of the educational institutions Eduardo Santos in Soacha and Rodrigo Lara Bonilla in Bogota. The methodology was based on social cartography as a tool to make knowledge from the community itself, although on this occasion, rather than the community, the methodology is established in a pedagogical context, as a possibility to build knowledge about social sciences and the territory of the students, where they participate and elaborate a social mapping of their communities, while receiving feedback from their peers.Magíster en EducaciónMaestrí