Alhabeeb, M.J. (2012). Mathematical Finance. Hoboken, NJ: John Wiley &amp; Sons, Inc. 536 pp. (paperback).

Smith, Hyrum L.

doi:10.1111/fcsr.12018

Cited by 17 publications

(19 citation statements)

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“…Breeders can cope with this challenge by taking advantage of the tremendous genetic diversity of maize that is available in different temperate breeding pools. Two of the major pools exploited in breeding are the Dent and Flint germplasm pools with their names referring to different kernel phenotypes [ 2 ]. Dents have characteristic indented kernels with high soft starch content, whereas Flints have kernels with a thick, hard, and vitreous outer layer (Fig.…”

Section: Introductionmentioning

confidence: 99%

A comprehensive study of the genomic differentiation between temperate Dent and Flint maize

et al. 2016

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BackgroundDent and Flint represent two major germplasm pools exploited in maize breeding. Several traits differentiate the two pools, like cold tolerance, early vigor, and flowering time. A comparative investigation of their genomic architecture relevant for quantitative trait expression has not been reported so far. Understanding the genomic differences between germplasm pools may contribute to a better understanding of the complementarity in heterotic patterns exploited in hybrid breeding and of mechanisms involved in adaptation to different environments.ResultsWe perform whole-genome screens for signatures of selection specific to temperate Dent and Flint maize by comparing high-density genotyping data of 70 American and European Dent and 66 European Flint inbred lines. We find 2.2 % and 1.4 % of the genes are under selective pressure, respectively, and identify candidate genes associated with agronomic traits known to differ between the two pools. Taking flowering time as an example for the differentiation between Dent and Flint, we investigate candidate genes involved in the flowering network by phenotypic analyses in a Dent–Flint introgression library and find that the Flint haplotypes of the candidates promote earlier flowering. Within the flowering network, the majority of Flint candidates are associated with endogenous pathways in contrast to Dent candidate genes, which are mainly involved in response to environmental factors like light and photoperiod. The diversity patterns of the candidates in a unique panel of more than 900 individuals from 38 European landraces indicate a major contribution of landraces from France, Germany, and Spain to the candidate gene diversity of the Flint elite lines.ConclusionsIn this study, we report the investigation of pool-specific differences between temperate Dent and Flint on a genome-wide scale. The identified candidate genes represent a promising source for the functional investigation of pool-specific haplotypes in different genetic backgrounds and for the evaluation of their potential for future crop improvement like the adaptation to specific environments.Electronic supplementary materialThe online version of this article (doi:10.1186/s13059-016-1009-x) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

A comprehensive study of the genomic differentiation between temperate Dent and Flint maize

et al. 2016

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“…However, there would be some new attributions of its follower contemporary models such as the inclusion of some new components or terms and such attempts were clearly observed in the two that were evaluated for the purposes of this study. As Smith and Ragan (2005) put forth, an instructional designer is similar to an engineer. Both plan and design their work for the end-users.…”

Section: Discussionmentioning

confidence: 99%

A qualitative analysis and comparison of the two contemporary models of instructional design

Mutlu

2016

HumanSciences

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This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself. Keywords: Addie model; instructional design; curriculum development; futureu instructional design model; işman instructional design model. IntroductionSmith and Ragan (2005, p. 4) define Instructional Design (ID) as "the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources and evaluation". It may shortly refer to "a conceptual model for developing instruction" (Magliaro & Shambaugh, 2006, p. 83) and it is typically based on the generic ADDIE Model which is composed of five stages: analysis, design, development, implementation and evaluation (see Appendix A). As Molenda (2003) puts forth ADDIE appears not to have a sole author, but it has evolved and disseminated through word-of-mouth tradition. It is a generic model, that is, an umbrella term from which the following models have drawn their underlying structures and their main components (Morrison, Ross & Kemp, 2004). Thus, the current models were based on this model and varied or expanded some of its parts (Piskurich, 2006). Such contemporary and popular models include the Dick & Carey ID Model (Dick & Carey, 1990), Kemp ID Model (Kemp, 1977) and Gagné's Nine Events of Instruction ID Model (Gagne, 1985) from the international literature. Likewise, some national ID attempts utilizing the components suggested by the generic model have been also performed by several Turkish researchers (Fer, 2009;Kabadayı, 2001;Köksal, 2009). Based on our assumption that the generic ADDIE Model should be reflected on the future ID models, we attempted to investigate the two recent models (FutureU and Isman ID Models) by making comparisons to the generic ADDIE Model. For the purpose of this paper, we sought to analyze the two instructional ...

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“…It means that a cognitive process is involved to associate words and pictures to maximize learning effectiveness. Multimedia learning theory is rooted in the field of cognitive psychology (Winn, 2004) declaring that learning is a function of internal mental processes that are best represented through an information processing model (Smith & Ragan, 2005). The goal in developing the multimedia theory is to produce meaningful learning experiences which Mayer defines as a "deep understanding of the material" (Mayer & Moreno, 1998, as cited in Sorden, 2005.…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Reading Comprehension: Blog Exposure in the English as a Foreign Language (EFL) Context of Iran

Moghadam¹,

Narafshan²

2017

JSEL

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The present study aims to provide experimental evidence on exploring the blogs to develop Iranian EFL learners' reading comprehension. To this end, forty intermediate female learners after taking the placement test were randomly assigned to control and experimental group. After twenty two sessions of blog exposure, a comparison of the reading test scores of the control and experimental groups revealed that EFL learners favor surfing the blogs which can act as an effective strategy of improving their reading comprehension.

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Alhabeeb, M.J. (2012). Mathematical Finance. Hoboken, NJ: John Wiley & Sons, Inc. 536 pp. (paperback).

Cited by 17 publications

References 0 publications

A comprehensive study of the genomic differentiation between temperate Dent and Flint maize

A comprehensive study of the genomic differentiation between temperate Dent and Flint maize

A qualitative analysis and comparison of the two contemporary models of instructional design

Reading Comprehension: Blog Exposure in the English as a Foreign Language (EFL) Context of Iran

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