This paper reports on the separation of the Dictyostelium discoideum chromosomes by pulse-field electrophoresis and the correlation of the electrophoretic pattern with linkage groups established by classical genetic methods. In two commonly used laboratory strains, five chromosome-sized DNA molecules have been identified. Although the majority of the molecular probes used in this study can be unambiguously assigned to established linkage groups, the electrophoretic karyotype differs between the closely related strains AX3k and NC4, suggesting that chromosomal fragmentation may have occurred during their maintenance and growth. The largest chromosome identified in this study is approximately 9 million base pairs. To achieve resolution with molecules of this size, programmed voltage gradients were used in addition to programmed pulse times.The cellular slime mold Dictyostelium discoideum is widely used in the study of morphogenesis, cell-cell interaction, and signal transduction (for recent reviews, see refs. 1 and 2). Extensive genetic studies have helped to define the genes underlying these processes, and many genes have been mapped to well-studied linkage groups (reviewed in ref.3). A considerable number have also been ordered by mitotic recombination (4, 5). Laboratory strains ofD. discoideum are thought to have seven chromosomes (6, 7), although only six linkage groups have been identified (3).To aid in the correlation of linkage group with physical structure and to develop a rapid and accurate method for studying genetic fine structure in D. discoideum, we have examined the conditions necessary for separation of D. discoideum chromosomal-sized DNA molecules by pulsefield gel electrophoresis (8, 9). We report here on the number ofelectrophoretic species detected by clamped homogeneous electric field (CHEF) electrophoresis (10) and show, using a variety of molecular probes, that it is possible to correlate the genetic and physical map, thus enlarging the genetic possibilities in this organism. MATERIALS AND METHODSStrains. D. discoideum AX3k and NC4 were received from R. Firtel (University of California, San Diego, CA) and J. T. Bonner (Princeton University, Princeton, NJ), respectively.Growth conditions. In most experiments, cells were propagated on 15-cm GYP plates (11) with Escherichia coli B/r as the food source. Strain AX3k was grown on E. coli B/r or axenically in HL5 medium (12). Incubation was at 21°C in a humidified growth chamber or at 21°C in a water bath on a rotary shaker. Cells were starved by plating well-washed cells at a density of approximately S x 104 amoebae per mm2 on 2% agar plates (20 g of agar per liter of distilled deionized water).Cell Preparation. Cells were harvested at various stages of growth and development, washed several times at room temperature in phosphate buffer (13), and mixed at 390C with an equal volume of FMC InCert agarose. For most of the experiments reported here, cells were allowed to develop to the loose-mound stage before they were harvested. As we will di...
This article investigates the link between human capital depreciation and job tasks, with an emphasis on potential differences between education levels. Using data from the German Socio-Economic Panel, fixed effects panel regression is applied to estimate an extended Mincer equation based on Neumann and Weiss’s model. Human capital gained from higher education levels depreciates at a faster rate than other human capital. The depreciation rate is also higher for specific skills compared to general skills. Moreover, the productivity-enhancing value of education diminishes faster in jobs with a high share of non-routine interactive, non-routine manual, and routine cognitive tasks. These jobs are characterized by greater technology complementarity or more frequent changes in core-skill or technology-skill requirements. The presented results point to the urgency of elaborating combined labor market and educational and lifelong learning policies to counteract the depreciation of skills. Education should focus on equipping workers with more general skills in all education levels and adapt educational programs to take into account the rapid upgrade of production technologies and changing competency requirements.
This research aims to investigate the link between human capital depreciation and job tasks, with an emphasis on potential differences between education levels. We estimate an extended Mincer equation based on Neumann and Weiss’s (1995) model using data from the German Socio-Economic Panel. The results show that human capital gained from higher education levels depreciates at a faster rate than other human capital. Moreover, the productivity-enhancing value of education diminishes faster in jobs with a high share of non-routine analytical, non-routine manual, and routine cognitive tasks. These jobs are characterized by more frequent changes in core-skill or technology-skill requirements. The key implication of this research is that education should focus on equipping workers with more general skills in all education levels. With ongoing technological advances, work environments, and with it, skill demands will change, increasing the importance to provide educational and lifelong learning policies to counteract the depreciation of skills. The study contributes by incorporating a task perspective based on the classification used in works on job polarization. This allows a comparison with studies on job obsolescence due to labor-replacing technologies and enables combined education and labor market policies to address the challenges imposed by the Fourth Industrial Revolution.
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