In order to identify genes or markers responsible for economically important traits in the horse, the development of high resolution gene maps of individual equine chromosomes is essential. We herein report the construction of high resolution physically ordered radiation hybrid (RH) and comparative maps for horse chromosomes 14 and 21 (ECA14 and ECA21). These chromosomes predominantly share correspondence with human chromosome 5 (HSA5), though a small region on the proximal part of ECA21 corresponds to a ~5Mb region from the short arm of HSA19. The map for ECA14 consists of 128 markers (83 Type I and 45 Type II) and spans a total of 1828cR.Compared to this, the map of ECA21 is made up of 90 markers (64 Type I and 26 Type II), that segregate into two linkage groups spanning 278 and 760cR each. A total of 218 markers provide on average one marker every 0.9Mb along the length of the two equine chromosomes. This represents a 5-fold improvement over the previous maps. Of greater significance is the ~8-fold increase in the density of Type I loci that provide a comprehensive and finely aligned map for the two chromosomes in relation to homologues in a range of evolutionarily distantly related species, viz., human, chimpanzee, mouse, rat, dog, cattle, pig, cat and chicken. The orientation and alignment of the linkage groups was strengthened by 28 new FISH localizations, of which 27 are gene-specific (22 from HSA5 and 5 from HSA19). Comparative analysis between the horse and human reveals that the order of genes on HSA5 is remarkably well conserved in the horse, with an evolutionary break/fusion point that could be correlated to a ~2Mb region between 68.5 – 70.9Mb positions on HSA5. Among the species analyzed to date, the HSA5 and 19p neighboring segment combination is unique to Perissodactyls and Cetartiodactyls, but, in the Perissodactyls, the portion of HSA5 that corresponds to this combination is HSA5p – q13, while in the Cetartiodactyls, it is HSA5q13 – qter. This leads us to postulate that this neighboring segment combination arose as separate events during the divergence of Perissodactyls and Cetartiodactyls from a common ancestor.

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher’s classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration™, fostered construction of students’ concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration™ software.

Thesis (M.S.)--University of Arkansas, Fayetteville, 2000. / "August 2000." Includes bibliographical references (leaves 74-76).

Thesis (doctoral)--Georg-Augusts-Universität zu Göttingen, 1910. / Cover title. Vita. Includes bibliographical references.

Thesis (doctoral)--Rheinischen Friedrich-Wilhelms-Universität zu Bonn, 1928. / Vita. Includes bibliographical references.

Thesis (Ph. D. in Biomedical Engineering)--Vanderbilt University, May 2002. / Title from title screen. Includes bibliographical references.

Thesis (doctoral)--Friedrich-Wilhelms-Universität zu Berlin, 1933. / Sonderabdruck aus den "Schriften des Mathematischen Seminars und des Instituts für angewandte Mathematik der Universität Berlin, Band 1"--T.p. verso. Vita. Includes bibliographical references.

Thesis--Universität Zürich. / Curriculum vitae.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1901. / "Reprinted from the Transactions of the Wisconsin Academy of Sciences, Arts, and Letters, Vol. 14." Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 80-86).