Marcador microssatélite associado ao alelo Ty-1 de resistência a Begomovirus em tomateiro

O objetivo deste trabalho foi associar um marcador microssatélite ao alelo Ty-1 de resistência a Begomovirus em tomateiro, e avaliar a eficiência desta associação na seleção de linhagens resistentes ao vírus. Os marcadores SSR-47 e SSR-48 foram testados em linhagens isogênicas contrastantes quanto à presença do alelo Ty-1 (LA-3473, LA-3474, LA-3475). O marcador SSR-47, por ter detectado polimorfismo nas linhagens, foi o único utilizado nas etapas subsequentes da pesquisa. Detectada a associação entre o SSR-47 e o alelo Ty-1, testou-se sua eficiência na seleção de genótipos avançados de tomateiro. Para confirmar a eficiência da seleção, foi realizada a avaliação fenotípica das plantas com padrões contrastantes de bandas para SSR-47, quanto à resistência a Begomovirus. Plantas que apresentaram banda única de 191 pb foram resistentes ao Begomovirus, pelo teste de inoculação por enxertia; aquelas com banda única de 180 pb foram suscetíveis; e as plantas com bandas de 191 e 180 pb foram resistentes. A distância máxima entre o Ty-1 e o marcador SSR-47 foi de 2,7 cM. Este marcador foi efetivo em caracterizar genótipos portadores do alelo Ty-1. As respostas das plantas à infecção pelo Begomovirus, induzida via enxertia, são consistentes com as reações previstas com o uso do marcador molecular SSR-47.

Monipuolinen työ motivoi

Eläinlääkäriammatteja: läänineläinlääkäri

Identificação dos genes Ty-2 e Ty-3 de resistência a begomovírusem genótipos de tomateiro

O objetivo deste trabalho foi identificar a presença dos genes Ty-2 e Ty-3, de resistência a begomovírus, em acessos de tomateiro do Banco de Germoplasma de Hortaliças da Universidade Federal de Viçosa. Os oligonucleotídeos TO302 F/R e FLUW25 F/R foram utilizados em reações de PCR, para verificar a presença de marcadores relacionados aos genes Ty-2 e Ty-3, respectivamente. Observou-se a presença do gene Ty-2, em heterozigose na subamostra BGH-6881 (Solanum peruvianum), e do gene Ty-3, em homozigose nas subamostras BGH-6878, BGH-6897 (S. lycopersicum) e em heterozigose na subamostra BGH-6881. A identificação dos genes de resistência, com reações de PCR, representa um avanço para os programas de melhoramento de tomateiro no Brasil.

Työ ja työttömyys uskontotieteellisessä aikalaistulkinnassa : lectio praecursoria Turun yliopistossa 30.9.2006

Ajankohtaista

Opettajan monikulttuurinen työ

Teacher's multicultural work The purpose of the present study is to explore teachers’ conceptions of their work as teachers of multicultural students. Teachers’ experiences of multicultural work and conceptions derived from them are part of the teacher’s multicultural competence which is seen as a key component of the teacher’s multicultural teachership. The teacher’s multicultural competence consists of the teacher’s cultural knowledge, pedagogical skills and experiences and attitudes related to multiculturalism. The teacher’s multicultural competence constitutes the basis on which the teacher implements multicultural education. The foundation for the teacher’s work is laid by laws and decrees, curricula, regulations issued by authorities in charge of the education of immigrant students, resources available and other demands and expectations set by the ambient society. The study was conducted in the city of Turku, Finland. The sample consisted of class teachers who taught both immigrant and majority students. Main objects of study in the theoretical part are the multicultural and pluralistic school and the multicultural teachership. The basic assumption is that the multicultural and pluralistic school forms the frame of activity in which the teacher implements multicultural teaching. The research strategy is based on methodological triangulation. The quantitative part of the study was carried out using a questionnaire typical of survey methods. The questionnaire was returned by 71 teachers. The qualitative part was conducted using theme-based interviews typical of phenomenological philosophical research. Of the total of teachers who returned the questionnaire, twelve (12) teachers were selected for interviews. According to the results, the participating teachers enjoyed their work regardless of the ample extra work caused by the students with immigrant backgrounds. The teachers experienced their work as teachers of multicultural student groups as strenuous, yet challenging. Students with immigrant backgrounds had caused many changes in the teacher’s work. The teachers regarded their multicultural skills as inadequate in relation to the demands of the work. They had not received education related to teaching students with immigrant backgrounds, but they were ready for in-service education. The teachers’ previous attitudes concerning immigrant students had been enforced. Teaching experiences strengthened the earlier, both positive and negative, attitudes. The central problems related to multiculturalism in the teacher’s work were caused by the deficient Finnish skills of the students with immigrant background. This was apparent in both teaching and learning as well as in contacts with parents. The teachers reported on relatively few inclusions of multicultural angles in their teaching. However, they believed that they could aid students with different cultural backgrounds in their integration process. At the same time they felt that their own chances to enhance the students’ cultural identities were slim. On the basis of the interviews conducted in connection with the teacher’s multicultural competence, the teachers were divided into three groups: assimilative, indeterminate and integrating multicultural teachers. The present study provides a strong indication that teachers tend to interpret multiculturalism in narrow terms. School activities, such as Finnish as a second language, first language and religious instruction, which were targeted exclusively at immigrant students were in most cases considered adequate. A holistic, cross-disciplinary, all-inclusive multicultural education that would permeate all school activities remains largely unimplemented.

Tilata vai antaa tilaa? : pohdintaa ohjaajan vaikutuksesta näyttelijän omistajuuden kokemukseen

Opinnäytetyössäni käsittelen näyttelijän ja ohjaajan välistä vuorovaikutussuhdetta. Pohdin, kuinka ohjaaja toimillaan vaikuttaa näyttelijän kokemukseen omistajuudesta ja vaikuttamisen mahdollisuuksista yhteistä taideteosta rakennettaessa. Alkuoletukseni on, että omistajuus voi syntyä materiaaliin, johon on saanut vaikuttaa. Tätä vasten tarkastelen omistajuuden kokemuksen syntymistä ja sen edellytyksiä sekä erilaisia tapoja vaikuttaa. Työ jäsentyy ohjaamani Kineettinen kuva -teoksen valmistamisprosessin mukaisesti. Esittelen prosessin eri vaiheet sekä tekstissä että liitteenä olevan visuaalisen kaavion avulla. Kaavion kautta tarkastelen vaikuttamisen jakautumista työryhmän jäsenten kesken. Tutkimusaineistona käytän työpäiväkirjojeni lisäksi työryhmän jäsenten haastatteluja, joiden pohjalta koostan moniäänisen prosessikuvauksen. Prosessikuvauksen avulla nostan esiin omistajuuden ja vaikuttamisen mahdollisuuksien kannalta olennaisia hetkiä prosessissa. Erittelen ja tulkitsen niitä teoreettisen aineiston avulla. Tässä tutkimuksessa sitä edustavat näkökulmat ryhmädynamiikkaan ja luovuusteorioihin. Prosessikuvauksen myötä kirkastuvat työryhmän jäsenten erilaiset tavat rakentaa omistajuutta teokseen. Erilaiset työskentelytavat synnyttävät toimintaan ristiriitoja, joiden syitä ja seurauksia tarkastelen lähemmin. Nostan esiin kokemuksen siitä, miten yhdessä tuotettu materiaali muuttuukin tekijälle vieraaksi. Pohdin mitkä seikat auttavat kiinnittymään prosessiin ja mitkä aiheuttavat irrallisuutta siitä. Havaintojen pohjalta olen koostanut työvälineekseni ohjaajan muistilistan. Se koostuu käytännön tasolle viedyistä ehdotuksista, joiden avulla ohjaaja voi mahdollistaa näyttelijöiden omistajuuden kokemuksen syntymisen ja vaikuttamisen läpi koko prosessin.

Tunnetyössä oppiminen : tarkastelussa saattohoitajan työ

Artikkeli perustuu kirjoittajan väitöskirjaan Työn ja organisaation muutoksissa oppiminen : etnografinen löytöretki työssä oppimiseen (Tampereen yliopisto 2006)