The genetics of glucosamine resistance in yeast /

Thesis (M. Sc.) - Brock University, 1975.

Textual characteristics of coarse sediments in selected streams of the Niagara Peninsula, Ontario

The streams flowing through the Niagara Escarpment are paved by coarse carbonate and sandstone sediments which have originated from the escarpment units and can be traced downstream from their source. Fifty-nine sediment samples were taken from five streams, over distances of 3,000 to 10,000 feet (915 to 3050 m), to determine downstream changes in sediment composition, textural characteristics and sorting. In addition, fluorometric velocity measurements were used in conjunction with measured -discharge and flow records to estimate the frequency of sediment movement. The frequency of sediments of a given lithology changes downstream in direct response to the outcrop position of the formations in the channels. Clasts derived from a single stratigraphic unit usually reach a maximum frequency within the first 1,000 feet (305 m) of transport. Sediments derived from formations at the top of waterfalls reach a modal frequency farther downstream than material originating at the base of waterfalls. Downstream variations in sediment size over the lengths of the study reaches reflect the changes in channel morphology and lithologic composition of the sediment samples. Linear regression analyses indicate that there is a decrease in the axial lengths between the intial and final samples and that the long axis decreases in length more rapidly than the intermediate, while the short axis remains almost constant. Carbonate sediments from coarse-grained, fossiliferous units - iii - are more variable in size than fine-grained dolostones and sandstones. The average sphericity for carbonates and sandstones increases from 0.65 to 0.67, while maximum projection sphericity remains nearly constant with an average value of 0.52. Pebble roundness increases more rapidly than either of the sphericity parameters and the sediments change from subrounded to rounded. The Hjulstrom diagram indicates that the velocities required to initiate transport of sediments with an average intermediate diameter of 10 cm range from 200 cm/s to 300 cm/s (6.6 ft./sec. to 9.8 ft./sec.). From the modal velocitydischarge relations, the flows corresponding to these velocities are greater than 3,500 cfs (99 m3s). These discharges occur less than 0.01 p~r cent (0.4 days) of the time and correspond to a discharge occurring during the spring flood.

The genetics of glucosamine in yeast : cytoplasmic determinants conferring resistance

Two cytoplasmic, glucosamine resistant mutants of Saccharomyces cerevisiae, GR6 and GR10, were examined to determine whether or not the lesions involved were located on mitochondrial DNA. Detailed investigation of crosses of GR6 and GR10 or their derivatives to strains bearing known mitochondrial markers demonstrated that: 1. the frequency of glucos~~ine resistance in diploids was independent of factors influencing mitochondrial marker output. 2. upon tetrad analysis a variety of tetrad ratios was observed for glucosamine resistance whereas mitochondrial markers segregated 4:0 or 0:4 (resistant:sensitive). 3. glucosamine resistance and mitochondrial markers segregated differentially with time. 4. glucosamine resistance persisted following treatment of a GRIO derivative with ethidium bromide at concentrations high enough to eliminate all mitochondrial DNA. 5. haploid spore clones displayed two degrees of glucosamine resistance, weak and strong, while growth due to mitochondrial mutations was generally thick and confluent. 6. a number of glucosamine resistant diploids and haploids, which also possessed a mithchondrial resistance mutation, were unable to grow on medium containing both glucosamine and the particular drug involved. 3 These observations 1~ 6 provided strong evidence that the cytoplasmic glucosamine resistant mutations present in GR6 and GRiO were not situated on mitochondrial DNA. Comparison of the glucosamine resistance mutations to some other known cytoplasmic determinants revealed that: 7. glucosamine resistance and the expression of the killer phenotype were separate phenomena. 8. unlike yeast carrying resistance conferring episomes GR6 and GR10 were not resistant to venturicidin or oligomycin and the GR factor exhibited genetic behaviour different from that of the episomal determinants. These results 7--+8 suggested that glucosamine resistance was not associated with the killer determinant nor with alleged yeast episomes. It is therefore proposed that a yeast plasmid(s), previously undescribed, is responsible for glucosamine resistance. The evidence to date is compatible with the hypothesis that GR6 and GR10 carry allelic mutations of the same plasmid which is tentatively designated (GGM).

Ontario's curriculum for individuals with disabilities : a textual analysis

The purpose of this study was to examine the disability discourses present in Ontario elementary schools curriculum. The study used a critical social analysis perspective to employ a textual discourse analysis on the Planning [title of subject] Programs for Students with Special Education Needs (PPSSEN) section of the curriculum. The present study utilized Parker's (1992) seven criteria for distinguishing discourses and discovered five main discourses; Independent, dependent, legal, scientific and agency discourses. The second step to this research was the placement and discussion of these five discourses on three diverse texts, Paulo Freire's (2008) Pedagogy o/ the Oppressed, Psychiatry Inside Out, Selected writings of Franco Basaglia, written by Scheper-Huges and Lovell (1987) and Aronowitz and Giroux's (1985) Education Under Siege: The Conservative, Liberal and Radical Debate over Schooling. These unique perspectives were used as methods of analysis tools to further analyze the dominate disability discourses. The texts provided textual support in three major areas; dialectics, critical education and structural conditions of power and language of traditional roles and responsibilities. The findings and discussions presented in this project contain significant implications for anyone involved with students with disabilities in any education system.