Heterosis and heterotic patterns of maize germplasm revealed by a multiple-hybrid population under well-watered and drought-stressed conditions

Liu Xiaogang Yunbi Xu (2022, [Artículo])

Heterotic Pattern CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA DROUGHT STRESS GENETIC DISTANCE HETEROSIS MAIZE HETEROTIC GROUPS

Exploring the genetic diversity and population structure of wheat landrace population conserved at ICARDA genebank

Muhammad Massub Tehseen Fatma Aykut Tonk Ahmed Amri Carolina Sansaloni Ezgi Kurtulus Muhammad Salman Mubarik Kumarse Nazari (2022, [Artículo])

Wheat Landraces Genetic Diversity SNP Markers Analysis of Molecular Variance AMOVA CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA BREEDING DISCRIMINANT ANALYSIS GENETIC VARIATION GENETIC DISTANCE GENETIC IMPROVEMENT GENETIC MARKERS HEXAPLOIDY LANDRACES POPULATION STRUCTURE SINGLE NUCLEOTIDE POLYMORPHISM TRITICUM AESTIVUM WHEAT

Whole-genome comparison between reference sequences and oyster Vibrio vulnificus C-genotype strains

CARLOS ABRAHAM GUERRERO RUIZ (2019, [Artículo])

Whole-genome sequences of Vibrio vulnificus clinical genotype (C-genotype) from the CICESE Culture Collection, isolated from oysters, were compared with reference sequences of CMCP6 and YJ016 V. vulnificus C-genotype strains of clinical origin. The RAST web server estimated the whole genome to be ~4.8 Mb in CICESE strain 316 and ~4.7 Mb in CICESE strain 325. No plasmids were detected in the CICESE strains. Based on a phylogenetic tree that was constructed with the whole-genome results, we observed high similarity between the reference sequences and oyster C-genotype isolates and a sharp contrast with environmental genotype (E-genotype) reference sequences, indicating that the differences between the C- and E-genotypes do not necessarily correspond to their isolation origin. The CICESE strains share 3488 genes (63.2%) with the YJ016 strain and 3500 genes (63.9%) with the CMCP6 strain. A total of 237 pathogenicity associated genes were selected from reference clinical strains, where—92 genes were from CMCP6, 126 genes from YJ016, and 19 from MO6-24/ O; the presence or absence of these genes was recorded for the CICESE strains. Of the 92 genes that were selected for CMCP6, 67 were present in both CICESE strains, as were as 86 of the 126 YJ016 genes and 13 of the 19 MO6-24/O genes. The detection of elements that are related to virulence in CICESE strains—such as the RTX gene cluster, vvhA and vvpE, the type IV pili cluster, the XII genomic island, and the viuB genes, suggests that environmental isolates with the C-genotype, have significant potential for infection. © 2019 Guerrero et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Article, bacterial gene, bacterial strain, bacterial virulence, comparative study, controlled study, gene cluster, gene identification, genomic island, genotype, nonhuman, phylogenetic tree, sequence analysis, strain identification, Vibrio vulnificus BIOLOGÍA Y QUÍMICA CIENCIAS DE LA VIDA GENÉTICA GENÉTICA

Maize ZmBES1/BZR1-3 and-9 transcription factors negatively regulate drought tolerance in transgenic arabidopsis

Fuai Sun XUECAI ZHANG Haoqiang Yu (2022, [Artículo])

BZR1s CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA ARABIDOPSIS DNA BINDING PROTEINS PLANT PROTEIN TRANSCRIPTION FACTORS DROUGHT GENE EXPRESSION REGULATION GENETICS MAIZE METABOLISM TRANSGENIC PLANTS ABIOTIC STRESS

COVID-19 and family participation in school activities.: Teaching experiences around the Learn at Home program

Evangelina Cervantes Holguín Pavel Roel Gutiérrez Sandoval (2022, [Artículo, Artículo])

The article analyzes, from the qualitative method, the participation of families and teaching staff of the first cycle of primary education in the state of Chihuahua (Mexico) to carry out the various activities of the Learn at Home program implemented in March 2020 as a response to the resulting health confinement by COVID-19. It is concluded that the participation of families in school emergency situations implies improving the relationship between teachers, families, and the community in the implementation processes of educational programs with greater support to organize study times, take advantage of the different cultural capitals and promote family co-responsibility.

Aprendizaje Educación a distancia Enseñanza primaria Epidemia Familia COVID-19 Chihuahua HUMANIDADES Y CIENCIAS DE LA CONDUCTA HUMANIDADES Y CIENCIAS DE LA CONDUCTA Family Elementary education Epidemics Distance education Learning

Chapter 20. Insect resistance

Wuletaw Tadesse Marion Harris Leonardo Abdiel Crespo Herrera Zakaria Kehel (2022, [Capítulo de libro])

Gene Introgression Insect Resistance CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA BREEDING GENETICS INSECT CONTROL

Síncrono / asíncrono. Convergencia y alternancia en la enseñanza futura del diseño

Francisco Gerardo Toledo Ramirez (2023, [Capítulo de libro])

La cuarentena sanitaria de los últimos dos años (COVID-19) obligó a “rediseñar”, “digitalizar” o “virtualizar” nuestros cursos y estilos de enseñanza en tiempo récord para “adaptarlas” al “formato virtual a distancia” (online). La profusión de comillas en las líneas anteriores tiene la intención de señalar el carácter incierto o erróneo que ciertos términos-fetiche adquirieron en el proceso. Es importante desmitificar esas figuras de la expresión que se elevaron casi al nivel de pseudo-epistemes (presuntamente novedosas) para la enseñanza del Diseño. Ese tema lo abordo con mayor amplitud en una nueva investigación, recientemente registrada en la UAM. En este texto esbozo (en forma algo lúdica) pero seria y breve a la vez, la conveniencia de tal desmitificación y avanzo en el delineamiento de un modelo de la alternancia y convergencia de recursos pedagógico-didácticos síncronos y asíncronos, mediante la tecnología-red digital, como un elemento estratégico para la educación futura en Diseño.

The health quarantine of the last 2 years (COVID-19) forced us to “redesign”, “digitize” or “virtualize” our courses and teaching styles in record time to “adapt” them to the “virtual format” “at a distance” (online). The profusion of quotation marks in the previous lines is intended to indicate the uncertain or erroneous character that certain fetish-terms acquired in the process. It is important to demystify those figures of expression that have risen almost to the level of pseudo-epistemes (presumably novel) for teaching design. I address this topic more fully in a new investigation, recently registered at the UAM. In this text I outline (in a somewhat playful way) but serious and brief at the same time, the convenience of such “demystification” and I advance in the outline of a model of alternation and convergence of synchronous and asynchronous pedagogical-didactic resources, through technology. -digital network, as a strategic element for future design education.

Síncrono, asíncrono, virtualidad, presencialidad, diseño, remoto. Synchronous, asynchronous, virtuality, face-to-face, design, remote. Design--Study and teaching, Higher. Distance education. Blended learning. Universidad Autónoma Metropolitana. Unidad Azcapotzalco. División de Ciencias y Artes para el Diseño. Artes gráficas. Educación a Distancia. Aprendizaje combinado. NK1170 HUMANIDADES Y CIENCIAS DE LA CONDUCTA CIENCIAS DE LAS ARTES Y LAS LETRAS

Distance learning for farmers: Experience during the pandemic

Andrea Gardeazabal (2023, [Documento de trabajo])

In response to the COVID-19 pandemic's disruption of farmer training—a crucial component for enhancing the resilience and livelihoods of smallholder farmers—CIMMYT innovated educational solutions to sustain capacity building in agri-food systems. Addressing the challenges of limited mobile device access, poor internet connectivity, and digital illiteracy, CIMMYT implemented two pilot projects in Mexico. These projects facilitated distance learning for adult farmers in rural areas, employing both internet-based and non-internet methods. The non-internet approach utilized traditional media like print, while the internet-based approach leveraged WhatsApp for educational content delivery. Building on these experiences, CIMMYT expanded its offerings by creating micro -courses delivered through WhatsApp, hosted on the Co-LAB's new Learning Network platform, specifically targeting farmers. This paper delves into the various strategies, methods, and techniques adopted, documenting the learning outcomes, results, and key conclusions drawn from these innovative training initiatives.

Distance Learning Digital Inclusion Innovative Training CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA DISTANCE EDUCATION CAPACITY DEVELOPMENT METHODS COMMUNICATION TECHNOLOGY

Reciprocal recurrent selection based on genetic complementation: An efficient way to build heterosis in diploids due to directional dominance

GIOVANNY COVARRUBIAS-PAZARAN Christian Werner Dorcus Gemenet (2023, [Artículo])

Selection Strategies Reciprocal Recurrent Selection Dominance-Based Heterosis CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA GENETICS HETEROSIS MAIZE HYBRIDS FOOD SECURITY COMBINING ABILITY

Abiotic stress tolerance: Genetics, genomics, and breeding

Yunbi Xu Rajeev Varshney (2023, [Artículo])

Wheat Ancestors Modern Varieties Agronomic Performance CIENCIAS AGROPECUARIAS Y BIOTECNOLOGÍA ABIOTIC STRESS GENETICS GENOMICS BREEDING GERMPLASM DROUGHT STRESS