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Biomedical subjects

D C Gardner

Publications and source records attributed to D C Gardner.

29 records · Page 2Linked to original sources
PubMed1986

Cloning and characterisation of the ribosomal RNA genes of the dimorphic yeast, Yarrowia lipolytica.

The ribosomal RNA genes of Yarrowia lipolytica have been identified, both in restriction digests of total genomic DNA and in a pBR322 gene bank, by hybridisation with cloned Saccharomyces cerevisiae rDNA. The Y. lipolytica rDNA repeat unit is 8.9 kb in size and contains the genes for the 25S and 18S, but not the 5S, rRNA species. The number of copies of these repeat units is approx. 50 per haploid genome. Several clones were found which did not conform to the standard restriction map due to differences outside the coding region. It appears that there is either heterogeneity of the spacer sequence within a strain or that the Y. lipolytica rDNA genes may be present as a number of separate clusters within this yeast's genome.

Cloning, Molecular↗
PubMed1983

Stability of a cloned gene in yeast grown in chemostat culture.

A study has been made of the stability of LEU2, a cloned chromosomal gene of Saccharomyces cerevisiae, when reintroduced into yeast on a number of plasmid vectors which permit a chromosomal or episomal location for the gene in either high or low copy number. Glucose-limited continuous culture was employed to ensure that there was no selection for the inserted gene. Both the rate of segregation of plasmid minus cells and the effect of the plasmid on host growth rate were found to determine plasmid stability which, in many cases, could be predicted by simple mathematical models. The presence or absence of the endogenous 2 mu plasmid of yeast was found to have an important influence on the stability of 2 mu-based vectors. This led to the discovery that, for the host strain used, the presence of 2 mu sequences represented a selective advantage for the cells.

Cloning, Molecular↗
PubMed1981

Correlates of class rank of high school handicapped students in mainstream vocational education programs.

This study examined the relationship between performance in a training program (class rank) and intelligence-skills (Purdue Pegboard, Weschler, a work-behavior rating scale) for a group of handicapped students "mainstreamed" into two regular vocational-technical high school programs IQ type of disability, work-personal behaviors ratings and prior academic achievement were found to be predictors of class rank.

Achievement↗
PubMed1977

Locus of control and law knowledge: a comparison of normal, retarded and learning disabled adolescents.

Individualization of instruction of mentally handicapped adolescents may be facilitated by understanding of relevant variables associated with the learning skills required for coping with community life. This study explores the relationship between knowledge of such skills and locus of control (belief concerning the relative contribution of chance or others to outcomes and events which follow one's behavior). Comparisons of scores of 94 high school students on the Bialer-Cromwell Locus of Control Scale and a test of knowledge of law about such matters as credit, theft, and marriage, indicated that: (1) High school students in standard and college preparatory programs were more likely to see outcomes as determined by their own behaviors than were retarded and learning disabled students; (2) High school students in standard and college preparatory programs were better informed about legal matters crucial to community life than were mentally retarded and learning disabled students; (3) Mentally retarded and learning disabled students did not differ in law knowledge or on locus of control; (4) Locus of control was not directly related to IQ within the retarded-learning disabled group; (5) A moderate positive correlation was found between locus of control and law knowledge for the total group. Findings support Rotter's social learning theory. These findings also suggest that educators may need to provide more direct and specific training in critical aspects of layman's law for most retarded and learning disabled adolescents, as well as for average students who manifest external locus of control beliefs.

Activities of Daily Living↗