Salinity affects more than 6% of the world’s total land area, causing massive losses in crop yield. Salinity inhibits plant growth and development through osmotic and ionic stresses; however, some plants exhibit adaptations through osmotic regulation, exclusion, and translocation of accumulated Na+ or Cl-. Currently, there are no practical, economically viable methods for managing salinity, so the best practice is to grow crops with improved tolerance. Germination is the stage in a plant’s life cycle most adversely affected by salinity. Barley, the fourth most important cereal crop in the world, has outstanding salinity tolerance, relative to other cereal crops. Here, we review the genetics of salinity tolerance in barley during germination by summarizing reported quantitative trait loci (QTLs) and functional genes. The homologs of candidate genes for salinity tolerance in Arabidopsis, soybean, maize, wheat, and rice have been blasted and mapped on the barley reference genome. The genetic diversity of three reported functional gene families for salt tolerance during barley germination, namely dehydration-responsive element-binding (DREB) protein, somatic embryogenesis receptor-like kinase and aquaporin genes, is discussed. While all three gene families show great diversity in most plant species, the DREB gene family is more diverse in barley than in wheat and rice. Further to this review, a convenient method for screening for salinity tolerance at germination is needed, and the mechanisms of action of the genes involved in salt tolerance need to be identified, validated, and transferred to commercial cultivars for field production in saline soil.
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Tadesse Tefera Melese Wudu Ferede Bekalu Getachew Kinde Asmamaw Aemero 《Learning Environments Research》2022,25(1):75-95
Learning Environments Research - While most quality debates about undergraduate education center on topics such as test scores, learning standards, and teacher quality and retention, the... 相似文献
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This paper is positioned to make a sound contribution to knowledge of higher education (HE) quality through its study of student engagement in a large university in Ethiopia. We establish that the assessment of student engagement is a valid facet in determining HE quality, contributing holistically alongside quality assurance and university rankings. The authors present an example of this through reporting on a statistical analysis of an adjustment of the Australasian Survey of Student Engagement survey and its administration in the Ethiopian university. The results of factor analysis illustrate empirical support for the nine-factor engagement scale and a number of associated factors related to student demographics and university experience. The results of the multi-validation approach provide specific guidelines to universities using this approach to evaluate the validity and reliability of this construct. The paper provides a supporting tool that can be used by other universities to assist in the evaluation of students’ engagement with their undergraduate programmes. 相似文献
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Mwando Edward Angessa Tefera Tolera Han Yong Li Chengdao 《Journal of Zhejiang University. Science. B》2020,21(2):93-121
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Racial disproportionality in special education is a deep seated and complex educational inequity plaguing the United States educational system. In this article we outline how the Individuals with Disabilities Education Act, although a civil rights based legislation, cannot sufficiently address racially disproportionate outcomes in special education. We argue that mandating equity through technical and procedural mandates cannot attend to the sociocultural and social contexts in which policy is appropriated to practice. We outline how symbolic changes to educational practice do not account for the effects of personal biases and the complexities associated with how race manifests in society and within policy mandates. We conclude with recommendations for third order change (Welner, 2001), which challenges practitioners to not just comply with educational policy but, to also reflect on their own capacities, beliefs and understandings of disproportionality within broader social and cultural contexts. 相似文献
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Adinew Tadesse Degago 《Teaching Education》2013,24(4):343-356
This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia. 相似文献
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Higher Education - Women’s universities are common in South Asian countries, such as Pakistan, where females are at a disadvantage. These universities are agencies of freedom for female... 相似文献
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