So far in this course we have dealt entirely with the evolution of characters that are controlled by simple Mendelian inheritance at a single locus. There are notes on the course website about gametic disequilibrium and how allele frequencies change at two loci simultaneously, but we didn’t discuss them. In every example we’ve considered we’ve imagined that we could understand something about evolution by examining the evolution of a single gene. That’s the domain of classical population genetics. For the next few weeks we’re going to be exploring a field that’s actually older than classical population genetics, although the approach we’ll be taking to it involves the use of population genetic machinery. If you know a little about the history of evolutionary biology, you may know that after the rediscovery of Mendel’s work in 1900 there was a heated debate between the “biometricians” (e.g., Galton and Pearson) and the “Mendelians” (e.g., de Vries, Correns, Bateson, and Morgan). Biometricians asserted that the really important variation in evolution didn’t follow Mendelian rules. Height, weight, skin color, and similar traits seemed to

Human biochemical genetics

Dedication Preface Foreword PART I: FRAME OF REFERENCE We begin with the idea of giving students the tools that increase their capacity for learning. The primary role of education is to increase student capacity for personal growth, social growth, and academic learning. Models of Teaching is an avenue to liberate student learning capacity and, by doing so, to help teachers take charge of their lives as teachers. CHAPTER 1: BEGINNING THE INQUIRY Creating Communities of Expert Learners On the whole, students are in schools and classes within those schools. Both need to be developed into learning communities and provided with the models of learning that enable them to become expert learners. We study how to build those learning communities. CHAPTER 2: WHERE MODELS OF TEACHING COME FROM Multiple Ways of Constructing Knowledge The history of teacher researchers comes to us in the form of models of teaching that enable us to construct vital environments for our students. Models have come from the ages and from teacher-researchers who have invented new ways of teaching. Some of these are submitted to research and development and how teachers can learn to use them. Those are the models that are included in this book. CHAPTER 3: STUDYING THE SLOWLY-GROWING KNOWLEDGE BASE IN EDUCATION A Basic Guide Through the Rhetorical Thickets We draw on descriptive studies, experimental studies, and experience to give us a fine beginning to what will eventually become a research-based profession. Here we examine what we have learned about how to design good instruction and effective curriculums. And, we learn how to avoid some destructive practices. CHAPTER 4: MODELS OF TEACHING AND TEACHING STYLES Three Sides of Teaching--Styles, Models, and Diversity We are people and our personalities greatly affect the environments that our students experience. And, as we use various models of teaching our selves -- our natural styles -- color how those models work in the thousands of classrooms in our society. Moreover, those models and our styles affect the achievement of the diverse students in our classes and schools. PART II: THE INFORMATION-PROCESSING FAMILYOF MODELS How can we and our students best acquire information, organize it, and explain it? For thousands of years philosophers, educators, psychologists, and artists have developed ways to gather and process information. Here are several live ones. CHAPTER 5: LEARNING TO THINK INDUCTIVELY Forming Concepts by Collecting and Organizing Information Human beings are born to build concepts. The vast intake of information is sifted and organized and the conceptual structures that guide our lives are developed. The inductive model builds on and enhances the inborn capacity of our students. CHAPTER 6: ATTAINING CONCEPTS Sharpening Basic Thinking Skills Students can develop concepts. They also can learn concepts developed by others. Concept attainment teaches students how to learn and use concepts and develop and test hypotheses. CHAPTER 7: THE PICTURE-WORD INDUCTIVE MODEL Developing Literacy across the Curriculum Built on the language experience approach, the picture-word inductive model enables beginning readers to develop sight vocabularies, learn to inquire into the structure of words and sentences, write sentences and paragraphs, and, thus, to be powerful language learners. In Chapter 19 the outstanding results from primary curriculums and curriculums for older struggling readers are displayed. CHAPTER 8: SCIENTIFIC INQUIRY AND INQUIRY TRAINING The Art of Making Inferences From the time of Aristotle, we have had educators who taught science-in-the-making rather than teaching a few facts and hoping for the best. We introduce you to a model of teaching that is science on the hoof, so to speak. This model has had effects, among other things, on improving the capacity of students to learn. We concentrate on the Biological Sciences Study Group, where for 40 years science teachers have shared information and generated new ideas. And, Inquiry training is a "best yet" model for teaching basic inquiry skills. CHAPTER 9: MEMORIZATION Getting the Facts Straight Memorization has had something of a bad name, mostly because of deadly drills. Contemporary research and innovative teachers have created methods that not only improve our efficiency in memorization, but also make the process delightful. CHAPTER 10: SYNECTICS The Arts of Enhancing Creative Thought Creative thought has often been thought of as the province of a special few, and something that the rest of us cannot aspire to. Not so. Synectics brings to all students the development of metaphoric thinking -- the foundation of creative thought. The model continues to improve. CHAPTER 11: LEARNING FROM PRESENTATIONS Advance Organizers Learning from presentations has almost as bad a name as learning by memorization. Ausubel developed a system for creating lectures and other presentations that will increase learner activity and, subsequently, learning. PART III: THE SOCIAL FAMILY OF MODELS Working together might just enhance all of us. The social family expands what we can do together and generates the creation of democracy in our society in venues large and small. In addition, the creation of learning communities can enhance the learning of all students dramatically. CHAPTER 12: PARTNERS IN LEARNING From Dyads to Group Investigation Can two students who are paired in learning increase their learning? Can students organized into a democratic learning community apply scientific methods to their learning? You bet they can. Group Investigation can be used to redesign schools, increase personal, social, and academic learning among all students, and -- is very satisfying to teach. CHAPTER 13: THE STUDY OF VALUES Role Playing and Public Policy Education Values provide the center of our behavior, helping us get direction and understand other directions. Policy issues involve the understanding of values and the costs and benefits of selecting some solutions rather than others. In these models, values are central. Think for a moment about the issues that face our society right now -- research on cells, international peace, including our roles in Iraq and the rest of the Middle East, the battle against AIDS, poverty, and who controls the decisions about pregnancy and abortion. Not to mention just getting along together. PART IV: THE PERSONAL FAMILY OF MODELS The learner always does the learning. His or her personality is what interacts with the learning environment. How do we give the learner centrality when we are trying to get that same person to grow and respond to tasks we believe will enhance growth? CHAPTER 14: NONDIRECTIVE TEACHING The Learner at the Center How do we think about ourselves as learners? As people? How can we organize schooling so that the personalities and emotions of students are taken into account? Let us inquire into the person who is the center of the education process. CHAPTER 15: DEVELOPING POSITIVE SELF-CONCEPTS The Inner Person of Boys and Girls, Men and Women If you feel great about yourself, you are likely to become a better learner. But you begin where you are. Enhancing self concept is a likely avenue. The wonderful work by the SIMs group in Kansas (see Chapter 3) has demonstrated how much can be accomplished. PART V: THE BEHAVIORAL SYSTEMS FAMILY OF MODELS We are what we do. So how do we learn to practice more productive behaviors? Let's explore some of the possibilities. CHAPTER 16: LEARNING TO LEARN FROM MASTERY LEARNING Bit by bit, block by block, we climb our way up a ladder to mastery. CHAPTER 17: DIRECT INSTRUCTION Why beat around the bush when you can just deal with things directly? Let's go for it! However, finesse is required, and that is what this chapter is all about. CHAPTER 18: LEARNING FROM SIMULATIONS Training and Self-Training How much can we learn from quasi-realities? The answer is, a good deal. Simulations enable us to learn from virtual realities where we can experience environments and problems beyond our present environment. Presently, they range all the way to space travel, thanks to NASA and affiliated developers. PART VI: INDIVIDUAL DIFFERENCES, DIVERSITY, AND CURRICULUM The rich countryside of humanity makes up the population of our schools. The evidence suggests that diversity enhances the energy of schools and classrooms. However, some forms of teaching make it difficult for individual differences to flourish. We emphasize the curriculums and models of teaching that enable individual differences to thrive. CHAPTER 19: LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive By definition, learning requires knowing, thinking, or doing things we couldn't do before the learning took place. Curriculums and teaching need to be shaped to take us where we haven't been. The trick is to develop an optimal mismatch in which we are pushed but the distance is manageable. CHAPTER 20: EQUITY Gender, Ethnicity, and Socioeconomic Background The task here is to enable differences to become an advantage. The best curriculums and models of teaching do just that. In other words, if differences are disadvantages, it is because of how we teach. CHAPTER 21: CREATING AND TESTING CURRICULUMS The Conditions of Learning Robert Gagne's framework for building curriculums is discussed and illustrated. This content is not simple, but it is powerful. CHAPTER 22: TWO WORDS ON THE FUTURE The Promise of Distance Learning and Using Models of Teaching to Ensure that No Child is Left Behind. Afterword APPENDIX PEER COACHING GUIDES Related Literature and References Index

教学模式 = Models of Teaching

LEARNING The objectives of BIOS 781 are to present: OBJECTIVES: 1. basic population and quantitative genetic principles, including classical genetics, chromosomal theory of inheritance, and meiotic recombination 2. an exposure to QTL mapping methods of complex quantitative traits and linkage methods to detect co-segregation with disease 3. methods for assessing marker-disease linkage disequilibrium, including case-control approaches 4. methods for genome-wide association and stratification control.

Genetic Data Analysis

Presentation provided by the secretariat of the Intergovernmental Panel on Climate Change, Working Group III, summarizing the main findings of the Working Group's Fifth Assessment Report.

https://hal-enpc.archives-ouvertes.fr/hal-01250007/document

Climate Change 2014

Terrestrial Plant Ecology.

Sutarno, Setyawan AD. 2015. Genetic diversity of local and exotic cattle and their crossbreeding impact on the quality of Indonesian cattle. Biodiversita16: 327-354.Several species of cattle had been domesticated around the world, but only two species werefarmed extensively, zebu cattle (Bos indicus) of the tropics and taurine cattle (Bos taurus) of the subtropical areas. Both of them hadhundreds variety of offspring in the worlds. The third species of cattle that most widely farmed was Bali cattle (Bos javanicus), anindigenous cattle from Indonesia that was domesticated from wild banteng (Bos javanicus javanicus). Besides Bali cattle, Indonesia hadalso some local cattle as direct descendants of or as Crossbreeds of those three cattle. These cattle had been adapted to climaticconditions, feeds and diseases in Indonesia. Local zebu cattle that relatively pure were Peranakan Ongole (PO) or Ongole breeds andSumba Ongole (SO). The main Crossbreed between zebu and Bali cattle was Madura cattle. The other well-known cattle of this wereAceh cattle, Pesisir cattle, Rancah cattle, Jabres cattle, Galekan cattle and Rambon cattle. Crossbreeds of taurine and zebu cattlegenerally produced calf that declining reproductive ability in generations. One fairly successful was Grati cattle or Holstein FreisianIndonesia (FHI) which was a crossbreed of Holstein Friesian and PO cattle. In recent decades, there were many crossbreed activitiesthrough artificial insemination between local cattle and taurine cattle to produce excellent beef cattle, mainly Simmental and Limousin.This activity was carried out widely and evenly distributed throughout Indonesia. It was conducted on all local cattle breeds and wasstrongly supported by local farmers. This crossbreeding activity was feared to change the genetic diversity of local Indonesia cattle,where the descendants could not adapt to the climatic conditions, feeds and localized diseases; and the ability of reproduction continuesto decline in generations, there fore the availability of parental cattle should be maintained continuously. This crossbreed had producedsome new breeds, among others Simpo (Simmental x PO), Limpo (Limousin x PO), Simbal (Simmental x Bali cattle), Limbal(Limousin x Bali cattle), and Madrasin or Limad (Limousin x Madura cattle). Male offsprings were sterile, while female offsprings hadlower reproductive capacity than of the parentâ€™s. This lead to uncertainty over the guarantee of meeting the needs of protein (meat andmilk) of Indonesian in the future, thus there was a need of regulation. On the other hand, in the grasslands of North Australia, thebreeder had produced an eminent cattle breeds, namely Australian Commercial Cattle (ACC), from uncontrolled crossbreeds betweendifferent breedsof taurine and zebu cattle in the pasture, therefore this concerns ignored.

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Review: genetic diversity of local and exotic cattle and their crossbreeding impact on the quality of Indonesian cattle.

Sutarno, Setyawan AD. 2016. The diversity of local cattle in Indonesia and the efforts to develop superior indigenous cattle breeds. Biodiversitas 16: 275-295. Cattle breeding are regarded indigenous to Indonesia. In the country, there are three types of cattle breeds: zebu (Bos indicus),Â Bali cattle (Bos javanicus),Â and taurine (Bos taurus). These breeds are farmed for their meat, milk, leather, and their power for agricultural work. Zebu was introduced by the Indians in the beginning of the first century. Bali cattle are indigenous breeds that have been domesticated from wild bantengs (Bos javanicus) in Java and Bali for hundreds of years. Several breeds of taurine were imported in early eighteenth century to be used as dairy cattle. Zebu and taurine are the major cattle breeds of the world; whereas in Indonesia, the major cattle breeds are Bali cattle, Ongole crossbred, and Madura cattle, which is a crossbred of the former two. Primary breeding between species in the genus Bos will result in sterile male and fertile female offspring. However, secondary breedingÂ with a crossbred female will result in fertile offspring. In Indonesia, there are several local cattle breeds of zebu that have adapted to the local condition, for example Ongole crossbred, Aceh cattle, Pesisir cattle, Sumba Ongole, and, the less commonly found, Galekan cattle of Trenggalek. In addition, there are many hybrids between zebu and Bali cattle such as Madura cattle, Jabres cattle of Brebes, Rancah cattle of Ciamis, and Rambon cattle of Bondowoso, Banyuwangi, and the surrounding areas. A crossbreeding of zebu and taurine produces Grati dairy cattle. In 1970s, an Artificial Insemination program was conducted in a large scale using male cattle and semen from several breeds of zebu (Brahman, Brahman Cross)Â and taurine (particularly Simmental, Limousin, Holstein Friesians). The program resulted in more complex genetic mixes. Crossbreeding conducted directly in the field causes a concern since it may threaten the purity of the native species and decrease the cattleâ€™s potential for adaptation, reproduction, and productivity. It is better to conductÂ crossbreeding programs privately in research centers or corporate/large farmers, of which the result can be distributed to smaller farms. â€œOngolizationâ€ program that was introduced in the early twentieth century should be a lesson to learn, because it had led to the extinction of Javanese cattle, while the produced offspring, the Ongole Crossbred, are considered unsatisfactory so that they still have to be crossbred with other species of cattle, particularly taurine.

/pdf/review-the-diversity-of-local-cattle-in-indonesia-and-the-t20r90hpjn.pdf

Review: The diversity of local cattle in Indonesia and the efforts to develop superior indigenous cattle breeds

The recent value integration of science and religion has become a topic of research in Indonesia, especially in developing critical-thinking skills and students’ personal religious belief. The purpose of this research is to see the results of the implementation of the DBUS (Discovery-Based Unity of Sciences) learning model analyzed in detail at each step of the learning. This research uses a qualitative approach with interactive analysis of data reduction, data presentation, and conclusion drawing. The research sample was 101 students and two biology lecturers from UIN Walisongo Semarang, 94 students and two biology lecturers from UIN Sunan Kalijaga Yogyakarta. The results of the analysis of this research show that, by implementing the DBUS learning model, students learn constructively, meaningfully, and can apply each syntax in the learning process to develop critical-thinking skills and students’ personal religious beliefs. The DBUS learning model becomes a way to integrate the value of science and religion in developing students' abilities to learn constructively and meaningfully so they can develop critical-thinking skills and personal religious beliefs (PRB).

/pdf/critical-thinking-ability-and-student-s-personal-religious-5eqz0ynhio.pdf

Critical Thinking Ability and Student’s Personal Religious Beliefs: An Analysis of DBUS Model Implementation

Sutarno (2010). Genetic variations among Indonesian native cattle breeds based on polymorphisms analysis in the growth hormone lociÂ and mitochondrial DNA. Biodiversitas 11: 1-5. Genetic variation within breeds is important and its study has become a subject of interestÂ in livestock species, as it has many applications in animal breeding and genetics, such as the identification of animals and parentageÂ testing, gene mapping and identifying markers for performance traits. Two loci of bovine growth hormone genes, and two regions ofÂ mitochondrial DNA, D-loop and ND-5 were characterized using polymerase chain reaction â€“ restriction fragment length polymorphism (CR-RFLP) involving 120 Indonesian native cattle of Bali, Madura, PO and West Sumatra breeds. The results indicated that sequenceÂ variations were detected both in the growth hormone loci and mitochondrial DNA.

/pdf/genetic-variations-among-indonesian-native-cattle-breeds-4jqkd36dm9.pdf

Genetic variations among Indonesian native cattle breeds based on polymorphisms analysis in the growth hormone loci and mitochondrial DNA

Setyawan AD, Sutarno, Sugiyarto. 2013. Species diversity of Selaginella in Mount Lawu, Java, Indonesia. Biodiversitas 14: 1-9.Â Selaginella is a genus of ferns allies that lives in moist areas and requires water for fertilization; therefore it is often found in highlands.Â The aim of this research was to know species diversity of Selaginella in Mount Lawu and the vicinity areas. The research was conductedÂ between July 2007 and November 2012 on the western and southern slopes of Mount Lawu, Central- and East-Java, Indonesia, withÂ altitudes between 1100 and 2100 m a.s.l. The research included three sites and the vicinity areas, i.e. (i) Protected forest of Cemorosewu, (ii) Grojogansewu Natural Recreation Park, and (iii)Â KGPAA Mangkunagoro I (Ngargoyoso) Grand Forest Park. The research found nine selaginellas species, namely: S. aristata, S. ciliaris, S. involvens, S. opaca, S. ornata, S. plana, S. remotifolia, S. singalanensis and S. zollingeriana.

/pdf/species-diversity-of-selaginella-in-mount-lawu-java-1mfo7wlk1m.pdf

Sutarno Sutarno

Papers

Review: genetic diversity of local and exotic cattle and their crossbreeding impact on the quality of Indonesian cattle.

Review: The diversity of local cattle in Indonesia and the efforts to develop superior indigenous cattle breeds

Critical Thinking Ability and Student’s Personal Religious Beliefs: An Analysis of DBUS Model Implementation

Genetic variations among Indonesian native cattle breeds based on polymorphisms analysis in the growth hormone loci and mitochondrial DNA

Species diversity of Selaginella in Mount Lawu, Java, Indonesia