261 research outputs found
Functional characterization of Rvi12_Cd5 against apple scab via transgenesis and cisgenesis approaches
Get PDFThe Rvi12 (Vb) region, originating from the Siberian crab apple Malus. baccata ‘Hansen’s baccata #2’ (HB2), confers apple scab resistance to the fungal pathogen Venturia inaequalis. Previously, gene prediction and in silico characterization identified a single putative candidate resistance gene, named as Rvi12_Cd5 at Rvi12 (Vb) locus. The constitutive expression of Rvi12_Cd5 in’ HB2’, together with its structural similarity to known resistance genes, makes it the most likely candidate for Rvi12 scab resistance in apple. In this study, the cloning and functional characterization of Rvi12_Cd5 was performed to confirm its functional role in Rvi12 based scab resistance. The gene was cloned with 35S promoter and inserted into the susceptible apple cultivar ‘Gala’ via agrobacterium-mediated transformation. Inoculated transgenic ‘Gala’ lines, overexpressing Rvi12_Cd5 were able to induce high to partial resistance against mixed inoculum of V. inaequalis with range of resistance symptoms (class 0-3b without class 1) strongly suggesting that the candidate gene Rvi12_Cd5 is the functional Rvi12 (Vb) gene. This is the third cloned gene for apple scab resistance to date. In an overview of Rvi12_Cd5 natural promoter sequence in-silico analysis revealed transcription factor binding sites (TFBSs) corresponding to six major plant defense related transcription factors such as AP2/ERF, bHLH, TGA/bZIP, MYB, NAC, and WRKY. To generate cisgenic lines, Rvi12_Cd5 under the control of its own promoter was transferred to scab susceptible apple cultivar ‘Gala’. A vector designed with three molecular mechanisms for cisgene expression, kanamycin resistance for selection of transgenic apple and T-DNA excision system by heat inducible site specific FLP/FRT recombinase system respectively, was used in Agrobacterium-mediated transformation. The candidate gene Rvi12_Cd5 was able to induce high to partial resistance against V. inaequalis under its own promoter. After transformation, all transformed lines were analyzed to assess copy number, integration site, mRNA expression level and resistance to apple scab. All of these lines induced low mRNA expression of Rvi12_Cd5 compared with the natural expression of ‘Hansen’s baccata # 2’ except for one cisgenic apple line. Even a low expression of Rvi12_Cd5 was sufficient to induce plant reaction and reduce fungal growth compared with the scab-susceptible ‘Gala’ except two transformed lines. The site specific FLP/FRT recombinase system was efficace to eliminate completely the T-DNA cassette in five independent apple cisgenic lines carrying a single insertion of Rvi12_Cd5. These lines need another layer of validation for T-DNA insertion sites and exogenous DNA removal by PCR and sequencing
Another World is Podable, Episode 31: The Revolution Continues with Dr. Ayesha Hameed talking about Creating New Futures and her Incredible Project "Black Atlantis
No full text“Episode 31: The Revolution Continues with Dr. Ayesha Hameed talking about Creating New Futures and her Incredible Project "Black Atlantis” Another World is Poddable
Ayesha Hameed is a Lecturer in Visual Cultures at Goldsmiths, University of London in London, UK. Since 2014 Hameed’s multi-chapter project 'Black Atlantis' has looked at the Black Atlantic and its afterlives in contemporary illegalized migration at sea, in oceanic environments, through Afrofuturistic dancefloors and soundsystems and in outer space. Through videos, audio essays and performance lectures, she examines how to think through sound, image, water, violence and history as elements of an active archive; and time travel as an historical method. Recent exhibitions include Liverpool Biennale (2021), Gothenburg Biennale (2019), Lubumbashi Biennale (2019) and Dakar Biennale (2018). She is co-editor of Futures and Fictions (Repeater 2017) and co-author of Visual Cultures as Time Travel(Sternberg/MIT forthcoming 2021). She is currently Co-Programme Leader of the PhD in Visual Cultures at Goldsmiths University of London
Ayesha Unbound: The Construction of Female Power through Male Narrative in H. Rider Haggard’s She
No full textThis study focuses on the figure of Ayesha, the immortal Queen of Henry Ridder Haggard’s She: A History of Adventure, to configure her authority as an echo of the New Woman, the proto-feminist figure of the early twentieth century. Such relation is partlyharmed, however, by the fact that she was conceived by a male author and presented through a male narrator. In that regard, the text analyses how Holly, the narrator, is torn between utter devotion and fear, leading him to vainly attempt to omit Ayesha and other female figures from the narrative. Within this tension, the present work discusses the figure of Ayesha also in relation to nineteenth-century tropes and female stock characters. As a conclusion, we will be able to see how significant is to analyse female characters from a great variety of sources, not only from women’s writings
Ayesha Dean’s Bravery In Seville: Fearless as a Path to Maturity
No full textThis research analyzes the psychoanalytic characterization that focuses on the decisions made by Ayesha Dean when handling cases in Melati Lum's novel Ayesha Dean and the Seville Secret (2019). This study uses a descriptive qualitative method and applies Sigmund Freud's psychoanalysis theory (1923), which covers the id, ego, and superego. This study finds how Ayesha Dean copes and makes quick decisions while navigating as a detective handling a major case. This research highlights three main points, namely the unconscious desire (id), rational actions (ego), and how morality and conscience work (superego). The author concludes that the actions taken by the main character cannot be separated from the role of the people around her and her strong faith in God. Ayesha's intelligence and courage support how her character is developed through each case she solves. The author hopes that future research will provide a more in-depth analysis and explore more about the character of Muslim girls who have extraordinary abilities in solving these criminal cases
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No full textSpontaneous conversation: History of DawoodiNagar Valley, Gilgit-Baltistan Province, Pakista
Analyzing student learning trajectories in an introductory programming MOOC
No full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 73-75).Understanding student learning and behavior in Massive Open Online Courses (MOOCs) can help us make online learning more beneficial for students. We investigate student learning trajectories on the individual problem level in an MITx MOOC teaching introductory programming in Python, considering simple features of the student and problem as well as more complex keyword occurrence trajectory features associated with student code submissions. Since code is so problem-specific, we develop gold standard solutions for comparison. Anecdotal observations on individual student trajectories reveal distinct behaviors which may correlate with prior experience level. We build models to correlate these trajectories with student characteristics and behaviors of interest, specifically prior experience level and video engagement. Generative modeling allows us to probe the space of submitted solutions and trajectories and explore these correlations.by Ayesha R. Bajwa.M. Eng.M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Scienc
Ayesha Bint Shati’s Seerah Writing; A critical review
Get PDFThe biography of the Prophet ﷺ is a topic on which a lot has been written from the first century of Hijra until today, a lot is being written and a lot will be written. This title has religious, academic, historical and contemporary utility, so Muslim scholars have written on this topic in every era. Men as well as women have moved their pen to express their devotion and love. From ancient to modern times, women have contributed to writing on this subject. Although their number is less as compared to men, but in modern times this number is increasing. Apart from regular books, theses at M.A., M. Phil and Ph. D level are being written in various public and private universities. In this regard, Arabic and English languages come after Urdu. A prominent name among women Sirah writers in Arabic is Ayesha Bint Shati from Egypt (died: 1998 AD). She has written one book on Sirat Al-Nabi in excellent literary style. In this article a critical review of his Sirah wirting is being presented. In the beginning, the personal details of the author are described. Then the introduction of the books compiled on Sirat Al-Nabi is listed and after that the style of his Sirah writing and the subtle points found in it are listed. Finally, the Conclusions and recommendations of the research are described
Shelf stable iron fortified fruit bar's development, proximate estimation and organoleptic characterization
No full textNo-bake, vegan, easy to develop, shelf-stable, and convenience food “Fruit bars” are an excellent vehicle to provide nutrients, especially iron as well as energy to its consumers. Eight treatments of fruit bars fortified with an alternative ratio of indigenous iron Fortification (spearmint and apricot kernel) were developed with the incorporation of (dried apricot, quince fruit paste, barley flour, dried milk powder) along with placebo and synthetic iron-fortified fruit bars. Product was analyzed for proximate composition and Fe, for shelf stability water activity and free fatty acids were done, while were finally statistically analyzed after organoleptic judgment. Apricot kernel and spearmint had Fe 29.62 ± 0.47 and 87.32 ± 0.71 mg/ 100 g. During the storage study of 60 days, the Fe followed a non-significantly decreasing trend in all treatments. Ash content (%) was maximum in T2 followed by T1. Maximum Fe was determined in T3. At 0th day in all treatments NFE content ranged from 56.05 to 60.17, moisture content ranged from 11.00 to 25.93, and ash content ranged from 2.96 to 4.07 %. Except moisture content all nutritional contents were non-significant during storage of 60 days. Water activity ranged within safe range of water activity for foods while free fatty acid ranged from 0.047 to 0.079 % in storage. T3 was termed as best treatment after organoleptic evaluation. These fortified bars if developed commercially will be an exclusive solution to mitigate iron deficiency.Syeda Mahvish Zahra, Sarfraz Hussain, Shahid Mahmood, Tusneem Kausar, Ghulam Mueen Ud Din, Tabussam Tufail, Nagina Altaf, Muhammad Yousaf Quddoos, Ayesha Rafique, Muhammad Zia Shahid.
Shelf stable iron fortified fruit bar's development, proximate estimation and organoleptic characterization.
Int. J. Biosci. 16(4), 111-135, April 2020.
https://innspub.net/ijb/shelf-stable-iron-fortified-fruit-bars-development-proximate-estimation-organoleptic-characterization
Anatomy In The Undergraduate Medical Curriculum; Blending The Old And New
Get PDF“The nature of the body is the beginning of medical science”-Hippocrates.
From the chosen Dhanvantri of ancient India to Imhotep of Egypt, to Huangdi of China[i], disease was seen as a combination of the supernatural and the natural and medicine focused on healing the soul and the body. While practices have changed drastically since the establishment of the first organized medieval medical school Schola Medica Salernitana in Italy[ii], what remains unchanged is the importance of the basics. If anything, modern knowledge and analysis has increased the emphasis laid on basic sciences and anatomy can be regarded as the backbone, the core of basic medical sciences.
Just as a mechanic cannot repair a car without a thorough knowledge of its form, external and internal, a doctor cannot heal the human body without a deep understanding of its structure. A fact that has been understood and utilized by the likes of Herophilus and Vesalius, fathers of anatomy[iii]. The subject deals with the learning of the structure of the human body from the gross external features down to the microscopic level, at all stages of development, from the embryo to the elderly. This knowledge is essential for a physician in order to understand the functioning of the body, disease pathophysiology and treatment modalities.[iv] The specialty that benefits the most from this subject in clinical practice is surgery while the rest of the specialties rely on anatomy while during physical exams, symptom interpretation, patient education and interpretation of radiological images.[v]
If we talk specifically about the undergraduate medical curriculum, anatomy is a vital component of the basic sciences taught during the first one or two years of medical or dental school. The role this subject plays in the curriculum can be discussed int two categories: the ideal, theoretical role and the less-than-perfect, practical reality.
Most medical schools in Pakistan, UK and USA, despite having adopted an integrated modular system, still teach anatomy in the first two years at the most.[vi] During these two years, a specific number of hours (from around 150 hours of total teaching time for anatomy) is allocated to gross anatomy, neuroanatomy, histology etc. For deeper understanding and integration, anatomy should be taught all 4-5 years of medical school, assimilated with clinical subjects. While the systems approach of teaching medial curriculum sounds fine on paper, the lack of a standardized practical application of this approach has its pitfalls like the especially for complex subjects like anatomy. Study shows that students who learnt anatomy via the old curriculum scored higher in the subject as compared to students taught through the modular approach. [vii] Instead of taking anatomy to a higher pedestal, newer recommendations have actually decreased the time and resources spent teaching anatomy, raising concerns among students, faculty and clinicians. [viii] A sound, comprehensive anatomy curriculum needs to be created, one aligned with clinical practice, with input from anatomists, clinicians and educationists. [ix]
Added to this is the issue of the anatomy faculty. In Utopia, medical schools would have a highly trained team of anatomists, proficient in the traditional and modern methods of teaching the subject. The reality, however, is bleak: anatomists have been rapidly dwindling in number with the passing years and the funds allocated to anatomists and their relevant research have been declining leading to lesser people choosing the subject as a profession. The medical world has become enchanted with fields like molecular genetics and cellular biology, diverting staff, resources and graduate requirements to newer fields. Medical students rarely choose to teach the subject after their medical school years. Anatomists now form a very small community, and their training level has deteriorated.[x] Pakistan has not been spared by this pedagogical plague and PHd trained anatomists are now an almost extinct species in the country adding to the multitude of challenges already faced in anatomy teaching. [xi] The problem of the ‘disappearing anatomists’ and its impact on medical education has been widely studied but no concrete steps have been taken to address this issue that threatens to disrupt the fabric of medical education.
If anatomy is to be seen as the backbone of the basic sciences, the subject that sets the stage and scenery for all other basic sciences subjects, then dissection can be called the building block of that backbone. A lot has changed since the seventh century when the first dissections were practiced and consequently outlawed for the next few centuries. Dissections can now be performed legally, within ethical parameters, and yield a treasure trove of knowledge regarding the human body. [xii] Not only does dissection provide solid, tangible scientific knowledge, it also teaches important skills like teamwork, professional development, empathy and coming to terms with the prosaic reality of death. [xiii] However, due to the question of ethics and resources, dissection has been removed from many medical curricula. But has this been a wise decision? Surveys show that most medical students feel that more hours and detail should be invested in dissections and prosections. [xiv] Medical schools that previously removed cadaveric dissection from the curricula realized their folly and started reintroducing this age-old practice, most of them taking steps to inculcate it along the lines of vertical integration. [xv]
‘Obsolete’ is a slur frequently directed at the didactics of anatomy. While paying homage to tradition and all that can learn from it, it is imperative that the subject gains maximum benefit from the fruits of technology and development.[xvi] Computer assisted learning utilizing 2-D and 3-D imaging, virtual dissection, radiological aids, live surgical streaming[xvii] and modern educational tools like Problem-Based learning need to be integrated especially in a country like Pakistan where most students still learn anatomy swotting over bland textbooks with the occasional once-in-a-lifetime trip to a poorly equipped dissection hall. Modern educational tools can be manna in our country where medical education is already suffering due to lack of allocated resources and trained staff. The most avant-garde medical colleges in Pakistan are still using hopelessly outdated multimedia options, resulting in increasing student dissatisfaction. [xviii]
In conclusion, an exhaustive amount of research has been carried out to define and appreciate the role of anatomy in the undergraduate curriculum, with most clinicians agreeing to anatomy being the cornerstone of medical education.[xix] Is this subject being taught in a manner fitting it vast implications in the life of a doctors and patients? The answer is no. Do most students possess an adequate knowledge of anatomy? No[xx]. If anything, the conditions of anatomy learning, despite incorporation of novel technologies, are worsening in medical institutions, leading to potentially grave consequences for the future of healthcare. The stakeholders need to take urgent and applicable steps in the right direction
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