Tandemly repeated DNA families in the mouse genome

<p>Abstract</p> <p>Background</p> <p>Functional and morphological studies of tandem DNA repeats, that combine high portion of most genomes, are mostly limited due to the incomplete characterization of these genome elements. We report here a genome wide analysis of the large tandem repeats (TR) found in the mouse genome assemblies.</p> <p>Results</p> <p>Using a bioinformatics approach, we identified large TR with array size more than 3 kb in two mouse whole genome shotgun (WGS) assemblies. Large TR were classified based on sequence similarity, chromosome position, monomer length, array variability, and GC content; we identified four superfamilies, eight families, and 62 subfamilies - including 60 not previously described. 1) The superfamily of centromeric minor satellite is only found in the unassembled part of the reference genome. 2) The pericentromeric major satellite is the most abundant superfamily and reveals high order repeat structure. 3) Transposable elements related superfamily contains two families. 4) The superfamily of heterogeneous tandem repeats includes four families. One family is found only in the WGS, while two families represent tandem repeats with either single or multi locus location. Despite multi locus location, TRPC-21A-MM is placed into a separated family due to its abundance, strictly pericentromeric location, and resemblance to big human satellites.</p> <p>To confirm our data, we next performed <it>in situ </it>hybridization with three repeats from distinct families. TRPC-21A-MM probe hybridized to chromosomes 3 and 17, multi locus TR-22A-MM probe hybridized to ten chromosomes, and single locus TR-54B-MM probe hybridized with the long loops that emerge from chromosome ends. In addition to <it>in silico </it>predicted several extra-chromosomes were positive for TR by <it>in situ </it>analysis, potentially indicating inaccurate genome assembly of the heterochromatic genome regions.</p> <p>Conclusions</p> <p>Chromosome-specific TR had been predicted for mouse but no reliable cytogenetic probes were available before. We report new analysis that identified <it>in silico </it>and confirmed <it>in situ </it>3/17 chromosome-specific probe TRPC-21-MM. Thus, the new classification had proven to be useful tool for continuation of genome study, while annotated TR can be the valuable source of cytogenetic probes for chromosome recognition.</p

Using innovative interactive technologies for forming linguistic competence in global mining education

Globalization of mining education imposes new requirements for mining engineer competence. Nowadays linguistic competence is one of the most demanded. It guarantees technical university graduates the possibility of global employment, on the one hand, and the chance of getting cutting edge education in leading training centers of the world, on the other hand. Distance education is actively developing all over the world and is widely used in technical colleges and universities, as well. Interactive method that involves active engagement of students appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning. The paper presents step-by-step implementation of several interactive technologies (jigsaw, case study, brainstorming, and role-play) that can be used in distance education in the process of teaching subjects in foreign languages with the help of information and communication technologies. In response to the changes in the conditions of educational process, the implementation of the methods has been transformed to a combination of traditional (in-class) and distance (online) learning

Using innovative interactive technologies for forming linguistic competence in global mining education

Globalization of mining education imposes new requirements for mining engineer competence. Nowadays linguistic competence is one of the most demanded. It guarantees technical university graduates the possibility of global employment, on the one hand, and the chance of getting cutting edge education in leading training centers of the world, on the other hand. Distance education is actively developing all over the world and is widely used in technical colleges and universities, as well. Interactive method that involves active engagement of students appears to be of the greatest interest due to introduction of modern information and communication technologies for distance learning. The paper presents step-by-step implementation of several interactive technologies (jigsaw, case study, brainstorming, and role-play) that can be used in distance education in the process of teaching subjects in foreign languages with the help of information and communication technologies. In response to the changes in the conditions of educational process, the implementation of the methods has been transformed to a combination of traditional (in-class) and distance (online) learning

Additional file 5: of Mouse chromocenters DNA content: sequencing and in silico analysis

Table S3. Contigs from mouse WGS with TRPC-21A and ERV fragments. (XLS 32 kb

Additional file 2: of Mouse chromocenters DNA content: sequencing and in silico analysis

Supplementary 1. Syntethic IAP probe. (PDF 79 kb

Additional file 3: of Mouse chromocenters DNA content: sequencing and in silico analysis

Figure S1. Interphase and metaphase (31B) nuclei hybridized with the probes indicated on each panel. 84A and 31B - one probe FISH; 31A/31C – two-color FISH. Nuclei counterstained with DAPI (blue); the color of probes indicated. Scale bar 10 μm. (PDF 352 kb

Additional file 4: of Mouse chromocenters DNA content: sequencing and in silico analysis

Table S2. Contigs from mouse WGS with MiSat and ERV fragments. (XLS 31 kb

Additional file 1: of Mouse chromocenters DNA content: sequencing and in silico analysis

Table S1. Contig annotation. (XLS 13 kb

Impact of the Nanocarbon on Magnetic and Electrodynamic Properties of the Ferrite/Polymer Composites

Binary and ternary composites (CM) based on M-type hexaferrite (HF), polymer matrix (PVDF) and carbon nanomaterials (quasi-one-dimensional carbon nanotubes&mdash;CNT and quasi-two-dimensional carbon nanoflakes&mdash;CNF) were prepared and investigated for establishing the impact of the different nanosized carbon on magnetic and electrodynamic properties. The ratio between HF and PVDF in HF + PVDF composite was fixed (85 wt% HF and 15 wt% PVDF). The concentration of CNT and CNF in CM was fixed (5 wt% from total HF + PVDF weight). The phase composition and microstructural features were investigated using XRD and SEM, respectively. It was observed that CM contains single-phase HF, &gamma;- and &beta;-PVDF and carbon nanomaterials. Thus, we produced composites that consist of mixed different phases (organic insulator matrix&mdash;PDVF; functional magnetic fillers&mdash;HF and highly electroconductive additives&mdash;CNT/CNF) in the required ratio. VSM data demonstrate that the main contribution in main magnetic characteristics belongs to magnetic fillers (HF). The principal difference in magnetic and electrodynamic properties was shown for CNT- and CNF-based composites. That confirms that the shape of nanosized carbon nanomaterials impact on physical properties of the ternary composited-based magnetic fillers in polymer dielectric matrix