957 resultados para History|European history|Modern history


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Due to their maternal mode of inheritance, mitochondrial markers can be regarded as almost 'ideal' tools in evolutionary studies of conifer populations. In the present study, polymorphism was analysed at one mitochondrial intron (nad 1, exon B/C) in 23 native European Pinus sylvestris populations. In a preliminary screening for variation using a polymerase chain reaction-restriction fragment length polymorphism approach, two length variants were identified. By fully sequencing the 2.5 kb region, the observed length polymorphism was found to result from the insertion of a 31 bp sequence, with no other mutations observed within the intron. A set of primers was designed flanking the observed mutation, which identified a novel sequence-tagged-site mitochondrial marker for P. sylvestris. Analysis of 747 trees from the 23 populations using these primers revealed the occurrence of two distinct haplotypes in Europe. Within the Iberian Peninsula, the two haplotypes exhibited extensive population differentiation (Phi(ST) = 0.59; P less than or equal to 0.001) and a marked geographical structuring. In the populations of central and northern Europe, one haplotype largely predominated, with the second being found in only one individual of one population.

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Analysis of public policy on the care of children and youth in nineteenth- and twentieth-century Ireland has generated a substantial historiography in recent years. By contrast there has been far less exploration of the state's attitude to young people in early modern Irish society. The historical dimension to the current debate on state care of minors is usually identified as beginning in the nineteenth century but the institutional custody of children originated in the sixteenth century. A central aim of this essay is to document the early modern context of public concern with children and youth in order to provide a more precise historical dimension to the contemporary debate.

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Explores the relation between gender and the encounter of Jews with various conditions of Modernity. She makes clear that the study of the process of Jewish assimilation in contemporary times must include women and gender in its framework.

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Explores the relation between gender and the encounter of Jews with various conditions of Modernity. She makes clear that the study of the process of Jewish assimilation in contemporary times must include women and gender in its framework.

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Explores the relation between gender and the encounter of Jews with various conditions of Modernity. She makes clear that the study of the process of Jewish assimilation in contemporary times must include women and gender in its framework.

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The genetic diversity of populations, which contributes greatly to their adaptive potential, is negatively affected by anthropogenic habitat fragmentation and destruction. However, continental-scale losses of genetic diversity also resulted from the population expansions that followed the end of the last glaciation, an element that is rarely considered in a conservation context. We addressed this issue in a meta-analysis in which we compared the spatial patterns of vulnerability of 18 widespread European amphibians in light of phylogeographic histories (glacial refugia and postglacial routes) and anthropogenic disturbances. Conservation statuses significantly worsened with distances from refugia, particularly in the context of industrial agriculture; human population density also had a negative effect. These findings suggest that features associated with the loss of genetic diversity in post-glacial amphibian populations (such as enhanced fixation load or depressed adaptive potential) may increase their susceptibility to current threats (e.g., habitat fragmentation and pesticide use). We propose that the phylogeographic status of populations (i.e., refugial vs. post-glacial) should be considered in conservation assessments for regional and national red lists.

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UANL

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Proporciona consejos a los estudiantes que preparan los exámenes de historia para la obtención de varios certificados: el Oxford, Cambridge and the Royal Society of Arts (OCR) y el General Certificate Secondary Education (GCSE). Son consejos para aprender a estudiar historia de forma eficiente y poder superar las pruebas que exigen los examinadores. Para esto, es necesario no solo el conocimiento y comprensión de hechos y fechas, sino, también, saber explicarlos y tener formada una opinión sobre ellos y, por último, saber manejar fuentes históricas.