Assessing the ecological risks from the persistence and spread of feral populations of insect-resistant transgenic maize

One source of potential harm from the cultivation of transgenic crops is their dispersal, persistence and spread in non-agricultural land. Ecological damage may result from such spread if the abundance of valued species is reduced. The ability of a plant to spread in non-agricultural habitats is called its invasiveness potential. The risks posed by the invasiveness potential of transgenic crops are assessed by comparing in agronomic field trials the phenotypes of the crops with the phenotypes of genetically similar non-transgenic crops known to have low invasiveness potential. If the transgenic and non-transgenic crops are similar in traits believed to control invasiveness potential, it may be concluded that the transgenic crop has low invasiveness potential and poses negligible ecological risk via persistence and spread in non-agricultural habitats. If the phenotype of the transgenic crop is outside the range of the non-transgenic comparators for the traits controlling invasiveness potential, or if the comparative approach is regarded as inadequate for reasons of risk perception or risk communication, experiments that simulate the dispersal of the crop into non-agricultural habitats may be necessary. We describe such an experiment for several commercial insect-resistant transgenic maize events in conditions similar to those found in maize-growing regions of Mexico. As expected from comparative risk assessments, the transgenic maize was found to behave similarly to non-transgenic maize and to be non-invasive. The value of this experiment in assessing and communicating the negligible ecological risk posed by the low invasiveness potential of insect-resistant transgenic maize in Mexico is discussed

Developmental malformation of the corpus callosum: a review of typical callosal development and examples of developmental disorders with callosal involvement

This review provides an overview of the involvement of the corpus callosum (CC) in a variety of developmental disorders that are currently defined exclusively by genetics, developmental insult, and/or behavior. I begin with a general review of CC development, connectivity, and function, followed by discussion of the research methods typically utilized to study the callosum. The bulk of the review concentrates on specific developmental disorders, beginning with agenesis of the corpus callosum (AgCC)—the only condition diagnosed exclusively by callosal anatomy. This is followed by a review of several genetic disorders that commonly result in social impairments and/or psychopathology similar to AgCC (neurofibromatosis-1, Turner syndrome, 22q11.2 deletion syndrome, Williams yndrome, and fragile X) and two forms of prenatal injury (premature birth, fetal alcohol syndrome) known to impact callosal development. Finally, I examine callosal involvement in several common developmental disorders defined exclusively by behavioral patterns (developmental language delay, dyslexia, attention-deficit hyperactive disorder, autism spectrum disorders, and Tourette syndrome)

Teaching a Broad Discipline: The Critical Role of Text Based Learning to Building Disciplinary Literacy in Architectural Education

Architecture is a demanding discipline with multiple, complex concerns and identities shaping the profession. The discipline requires analysis of complex and multifaceted issues and synthesizing broad knowledge through a focused creative process. While twenty-first-century education may leverage many sources to educate students of architecture, texts remain the primary repository par excellence of the rich and diverse body of knowledge and ideas that continue to inspire and ground architects, theorists, historians, planners, and policy makers tied to the discipline. Perusing and engaging with the diverse body of architectural literature is a strong approach to support one’s learning to think, speak, and write in the discipline with a high level of fluency and expertise. Yet reading, the foundational skill that provides access to the literature is often overlooked in the development of curriculum and the pedagogy of architectural education. This chapter explores in detail the challenges that inhibit student reading and reading effectiveness followed by strategies for building student reading skills in architectural education to support increased disciplinary literacy. Central to the strategies discussed is increased integration of text-based learning and explicit foregrounding of reading and study tools to support students’ learning through text. Key learning principles that serve a foundational role in text-based learning are analyzed to underpin the strategies discussed. Finally, two case studies are provided that exemplify the integration of these strategies that support increased disciplinary literacy in architectural education